THE  AMERICAN  PSYCHOLOGICAL  ASSOClATldN 


REPORT  OF  THE  COMMITTEE 

ON  THE 

ACADEMIC  STATUS  OF  PSYCHOLOGY 

A  SURVEY  OF  PSYCHOLOGICAL  INVESTIGATIONS 
WITH  REFERENCE  TO 

DIFFERENTIATIONS 

BETWEEN 

PSYCHOLOGICAL  EXPERIMENTS 

AND 

MENTAL  TESTS 


PRINTED  BY  THE  COMMITrEE 
SWARTHMORE,  PA. 

December,  1916 


iKy 


REPORT  OF  THE  COMMITTEE 

ON  THE 

ACADEMIC  STATUS  OF  FYSCHOLOGY 


To  The  American  Psychological  Association : 

Your  Committee  on  the  Academic  Status  of  Psychology 
presents  herewith  its  Report  on  the  Psychological  Investigations 
and  Differentiations  between  Psychological  Experiments  and 
Mental  Tests,  as  shown  by  a  survey  of  the  views  of  members 
of  The  American  Psychological  Association. 

Bird  T.  Baldwin,  Chairman 
Charles  H.  Judd 
Margaret  F.  Washburn 
Clarence  S.  Yoakum 
V.  A.  C.  Henmon 
New  York,  December,  1916. 


OUTLINE  OF  CONTENTS* 


Introduction. 

1.  The    Differentiation    between    Psychological    Experiments    and    Mental 

Tests  as  shown  by  the  views  of  115  members  of  the  American  Psycho- 
logical Association. 

2.  Factors    determining    emphasis    on    Psychological    Experiments    or    on 

Mental  Tests. 

3.  Investigations  conducted  last  year  by  members  of  the  Association. 

4.  Prerequisites  for  work  in  Psychological  Experiments. 

5.  Manuals  and  texts  in  Experimental  Psychology. 

6.  Prerequisites  for  work  in  Mental  Tests. 

7.  Types  of  Mental  Tests  in  use. 

8.  Manuals  and  texts  in  Mental  Tests. 

9.  The  place  of  "Measuring  Scales  in  Subject  Matter"  in  Psychology. 

10.  "Scales"  or  "Standard  Tests"  in  use. 

11.  Vocational  Guidance  or  Business  Efficiency  Tests. 

12.  Summary. 


*This  Report  has  been  prepared  by  the  Chairman,  Bird  T  .Baldwin, 
after  presenting  a  general  outline  of  the  Investigation  to  the  Members  of 
the  Committee,  who  have  offered  helpful  suggestions.  The  material  for  the 
Report  has  been  secured  largely  through  a  questionary .  submitted  to  the 
Members  of  the  Association  and  the  writer  wishes  to  thank  each  contribu- 
tor for  such  splendid  co-operation.  Fifty  letters  have  been  received  from 
members  who  are  not  actively  engaged  in  experimental  work  but  the  de- 
tailed replies  to  eleven  questions  by  115  Members  furnish.  .  che  basis  of  the 
survey  included.    The  Outline  follows  the  order  of  the  questions  submitted. 


INTRODUCTION 

At  the  first  meeting  of  the  American  Psychological  Asso- 
ciation, a  tentative  report  of  a  series  of  Mental  Tests  was  given. 
At  subsequent  meetings  reports  and  investigations  in  this 
field  of  research  have  included  studies  in  physical  and  mental 
tests  on  University  Students;  reports  from  the  Committee  on 
Physical  and  Mental  Tests;  individual  tests  on  school  children  in- 
cluding normal,  exctpions,  precocious  and  sub-normal;  tests  in 
learning  and  various  mental  traits,  including  perception,  mem- 
ory, attention,  judgment,  imagery,  motor  co-ordination;  influence 
of  practice ;  general  intelligence ;  performance  tests ;  and  tests  in 
the  school  subjects  of  reading,  writing,  arithmetic,  language, 
musical  ability,  vocational  guidance  and  allied  problems.  Dur- 
ing the  past  few  years  there  has  been  a  decided  increase  in  the 
number  of  reports  and  investigations  falling  within  the  general 
field  of  Mental  Tests.  There  has  also  been  an  extension  of  the 
scope  of  these  tests  and  at  the  present  time  there  is  a  tendency 
toward  the  introduction  of  Measuring  Scales  of  subject  matter. 
It  is  the  purpose  of  this  report  to  present  material  which  will 
help  to  formulate  in  a  tangible  manner  the  extent  to  which 
Mental  Tests  are  supplementing  or  supplanting  Psychological 
Experiments  in  our  laboratories  and  courses  of  instruction.  It 
is  expected  that  the  results  assembled  and  correlated  will  throw 
additional  light  on  the  most  pronounced  tendencies  of  present 
day  experimental  psychology  and  on  the  aims  and  scope  of  Men- 
tal Tests. 

I.  The  Differentiation  Between  Psychological  Experiments  and 
Mental  Tests  as  Shown  by  the  Views  of  115  Members  of 
the  American  Psychological  Association. 

The  fundamental  principles,  the  points  of  similarity,  and  the 
factors  that  may  be  contrasted  with  reference  to  Psychological 
Experiments  on  the  one  hand  and  Mental  Tests  on  the  other, 
are  difficult  to  differentiate  at  this  formative  stage  of  our 
science.  The  results  from  the  replies  received  to  the  question, 
From  the  standpoint  of  advancing  our  science,  what  do  you 
consider  are  the  fundamental  differences  between  Psychological 
Experiments  or  Investigations  on  the  one  hand  and  Mental  Tests 
on  the  other?  have  been  grouped  on  an  empirical  basis  into 
11  divisions  without  aiming  to  draw  arbitrary  lines  of  demarca- 
tion and  with  an  appreciation  that  one  opinion  frequently  shades 
into  another.    These  views  are  so  succinctly  stated  and  so  helpful 


and  suggestive  in  content  that  the  writer  has  deemed  it  advis- 
able to  quote  them  as  one  criterion  of  the  present  status  of  our 
science. 

In  general  Psychological  Experiments  and  Investigations 
aim  to  promote  Psychology  as  a  science,  formulate  general  facts 
and  principles,  discover  new  truths,  analyze  facts  of  conscious- 
ness and  behavior  in  order  to  secure  types  or  averages  and 
secure  data  for  an  analytic  systematic  science.  When  the  experi- 
ments become  sufficiently  standardized  to  be  given  to  individuals 
or  groups  in  training  they  become  psychological  exercises. 

Mental  Tests  represent  the  applied  side  or  the  technology 
of  Psychology,  emphasize  individual  differences  and  attempt  to 
diagnose  or  measure  what  is  known  and  to  determine  the  quali- 
tative growth  of  mental  traits  from  year  to  year  for  individuals 
and  groups.  They  are  based  on  empirical  standardizations ;  they 
are  not  as  a  rule  elaborated  in  process  of  application;  they  sup- 
plement and  throw  light  on  the  theoretical  problems  underlying 
the  science  and  if  viewed  critically  they  become  material  for 
Psychological  Investigations. 

1.  The  point  of  view  that  makes  a  distinction  between 
"  pure  ''  and  "  applied  science  "  and  maintains  that  Mental  Tests 
represent  the  latter  phase  of  knowledge  is  supported  by  An- 
gier.  Breed,  Breitwieser,  Bumham,  Calkins,  Chase,  Cole,  G.  N. 
Dearborn,  Eno,  Fernberger,  Holmes,  Kirkpatrick,  Langfeld,  T. 
Moore,  Muensterberg,  J.  Peterson,  Rosanoff,  Rowland,  Schmitt. 
F.  Smith,  Starch,  Sutherland,  Toll,  Watson,  Woolley. 

I  still  believe  in  the  old  distinction  between  pure  and  applied  science — 
tests  being  applied  science.  This  is  not  to  deny  that  work  in  Mental  Tests 
often  throws  light  on  the  problems  of  pure  psychology,  but  it  involves  a 
regret,  that  the  applications  of  psychology  are  in  some  undergraduate  cur- 
ricula playing  so  large  a  role. — Angier. 

Mental  Tests  should  supplement  other  investigations  in  the  work  of 
our  laboratories,  and  not  supplant.  While  the  one  type  is  more  immed- 
iately practical,  the  other  is  to  be  regarded  as  only  more  remotely 
so. — Breed. 

The  Psychological  Experiments  as  carried  on  in  Colorado  College  are 
for  the  purpose  of  giving  students  a  first-hand  knowledge  and  partial  dem- 
onstration of  as  many  of  the  accepted  psychological  facts  as  possible  as 
related  to  general  courses  in  psychology.  It  is  also  our  aim  to  train  stu- 
dents in  the  technique  of  experimentation.  Mental  Tests,  in  my  opinion, 
should  be  given  by  those  who  have  had  laboratory  training.  It  is  a  special 
application  of  laboratory  methods  in  problems  of  applied  psychology. — 
Breitwieser. 

The  Psychological  Experiments  are,  I  take  it,  for  the  purpose  of  ac- 
quiring new  psychological  truth  and  for  solving  psychological  problems. 
Mental  Tests,  on  the  other  hand,  are  for  the  purpose  of  applying  the  psy- 
chological knowledge  we  already  have  to  determine  the  ability  and  mental 
characteristics  of  individuals.— Bumham. 

Mental  Tests  do  not  seem  to  me  to  be  intended  to  "advance"  psychology, 
but  to  apply  it  to  an  educational  or  sociological  problem. — Calkins. 


The  main  aim  of  Experiment  and  Investigation  is  to  measure  our  un- 
derstanding of  human  behavior.  The  main  aim  of  Mental  Tests  is  to  in- 
crease our  control  of  behavior.  The  distinction  is  naturally  not  absolute. 
It  corresponds  to  that  in  natural  science  between  pure  science  and  engi- 
neering with  its  concrete  problems. — Chase. 

Mental  Tests  consist  of  empirical,  rule  of  the  thumb  procedure,  to  bring 
about  a  practical  result  for  one  individual  only.  They  do  not  advance 
psychology  as  a  science,  because  they  throw  light  chiefly  on  the  diflferences 
between  minds  and  we  have  not  yet  a  science  of  differential  or  individual 
psychology.      Perhaps  the  Tests  are  a  step  in  that  direction. — Cole. 

Psychology  is  potentially  an  art,  as  well  as  a  science,  and  may  well 
develop  this  phase  at  the  present  time.  But  for  the  advancement  of  our 
knowledge  of  human  (and  brute)  nature,  research  on  a  physiological  basis 
seems  certain  to  be  more  productive  and  so  more  important.  Let  us  not 
neglect  experimental  physiologic  psychology,  even  to  further  vocational 
psychology! — G.  N.  Dearborn. 

The  principal  importance  of  Mental  Tests  seems  to  be  in  their  value  to 
applied  psychology  and  their  relation  to  other  experiments  and  investiga*- 
tions  appears  to  be  analagous  to  that  of  the  researches  in  applied  chemis- 
try and  physics,  to  the  more  purely  theoretic  investigations  of  those 
sciences.  I  should  consider  their  usefulness  from  the  general  standpoint 
of  the  advancing  of  psychology,  to  be,  as  yet,  highly  problematic;  except 
in  so  far  as  the  practical  application  of  any  science  is  always  apt  to  throw 
light  upon  its  theoretic  problems. — Eno. 

The  question  involves  the  entire  problem  of  the  relation  of  "applied" 
to  "pure"  science.  Personally  it  would  seem  as  if  the  applied  science  must 
wait  for  the  development  of  the  pure  science — hence  the  applied  science  can- 
not contribute  very  much  to  the  advancement  of  the  pure  science  in  the 
very  nature  of  things. — Fernberger. 

The  first;  at  any  rate,  as  long  as  Mental  Tests  are  developed  and  ap- 
plied as  they  are  now,  though  I  believe  that  Mental  Tests  can  be  made  to 
yield  valuable  information  for  pure  psychology. — Holmes. 

Mental  Tests  may  be  an  aid  in  scientific  investigations  of  psychologi- 
cal problems,  but  their  chief  value  is  to  be  found  in  the  application  of  psy- 
chology to  practical  affairs. — Kirkpatrick. 

Mental  Tests  have  the  relation  to  experimental  psychology  that  any 
other  applied  science  has  to  pure  science.  The  science  is  kept  alive  by  ap- 
plication and  by  showing  up  errors  in  theory.  The  applied  science  stimu- 
lates further  investigation,  as  well  as  lays  bare  new  problems.  A  practical 
fact  in  regard  to  Mental  Tests  is  that  results  are  likely  to  interest  the 
layman  and  induce  him  to  aid  the  development  of  the  science.  The  danger 
of  too  much  encouragement  to  Mental  Tests  is  that  pure  science  is  likely  to 
be  neglected  in  the  laboratories,  for  it  is  generally  the  road  of  least  re- 
sistance which  attracts  the  majority  of  the  students. — Langfeld. 

"Experiments"  deal  with  psychological  "theory";  "Tests"  are  useful  in 
Clinical  or  Vocational  Psychology.,  i.  e.,  practical  psychology. 

Psychological  Experiments  deal  with  all  possible  psychological  research. 
Mental  Tests  are  simply  the  application  of  results  of  experiments  in  a  lim- 
ited eld. — T.  Moore. 

The  study  of  Mental  Tests  ought  to  be  considered  a  part  of  applied 
psycholop"V  and,  therefore,  as  lying  outside  of  the  field  of  theoretical  ex- 
perimental psychology.  Yet  theoretical  investigations  can  sometimes  be 
furthered  bv  using  Mental  Tests  as  short  cuts  to  the  analysis  of  the  sub- 
jects who  take  part  in  the  research.  Moreover,  the  devising  of  new  Men- 
tal Tests  for  particular  purposes  of  applied  psychology  may  demand  certain 
preparatory  investigations  which  find  their  right  place  -in  experimental 
psychology. — Muensterberg. 


In  many  instances  there  are  no  differences,  e.  g.  cases  in  which  tests 
are  divided  to  determine  nature  and  rate  of  growth  from  year  to  year  of 
intelligence.  In  cases  of  tests  like  those  enumerated  in  questions  9,  10,  11, 
the  difference  is  marked;  it  is  that  of  pure  science  versus  applied  science. 
Whenever  Mental  Tests  emphasize  the  placing  of  certain  individuals  in  a 
scheme  of  classification,  we  are  dealing  with  applied  science  and  not  con- 
cerned directly  with  principles  and  general  conceptions.  Frequently  such 
tests,  however,  raise  problems  for  further  investigation  into  the  principles 
and  facts  of  the  pure  s'cience. — J.  Peterson. 

My  point  of  view  is  that  Psychological  Experiments  and  Investigations 
have  for  their  object  the  discovery  of  scientific  principles,  the  construction 
of  a  basis  for  psychological  science.  Mental  Tests  developed,  at  best,  by 
empirical  standardization,  have  for  their  object  the  application  of  psy- 
chology for  various  practical  purposes.  It  goes  without  saying  that  the 
two  types  of  research  are  not  to  be  sharply  differentiated. — Rosanoff. 

The  standard  Psychological  Experiments,  as  outlined  in  most  experi- 
mental manuals,  seem  to  be  for  the  abstract  purpose  of  developing  a  tech- 
nique for  observation  of  sensory  and  motor  phenomena,  in  so  far  as  they 
can  be  reduced  to  their  elements.  They  do  not  profess  to  have  practical 
value  for  the  interpretation  of  human  behavior.  Mental  Tests  do. — Row- 
land. 

The  latter  is  to  the  former  as  mechanics  to  laboratory  physics.  Men- 
tal Tests  are  the  application  to  practical  use  of  much  of  the  knowledge 
gained  through  laboratory  experiments  and  investigations. 

Distinction  should  be  made  between  Mental  Tests  and  interpretation 
of  reactions  of  abnormal  subjects  to  Mental  Tests,  which  depends  upon  a 
type  of  physiological  psychology  in  which  little  has  been  done. — Schmitt. 

In  the  former,  the  aim  is  scientific  and  theoretical.  Our  interest  is  in 
the  facts  and  laws  of  mental  life.  Many  of  these  will  have  practical  value 
for  education,  business,  etc-,  but  we  are  not  primarily  concerned  with  these. 
We  are  also  interested  in  the  experimental  method.  In  the  latter  (Mental 
Tests)  the  aim  is  educational  and  vocational.  The  method  is  scientific  and 
experimental.  The  results  are  interpreted  by  means  of  psychological  prin- 
ciples.— F.  Smith. 

I  do  not  believe  that  there  is  any  important  difference  between  the  two 
so  far  as  the  advancement  of  the  science  is  concerned.  My  opinion  is  that 
the  applied  phases  of  any  science  contribute  in  the  long  run  as  much  to  the 
real  progress  of  the  science  as  the  more  purely  scientific  investigations 
do. — Starch. 

Psychological  Experiments  are  analytic  systematic  science.  Men- 
tal Tests  are  applied  science.  It  is  perfectly  possible  to  make  of  Mental 
Tests  a  strictly  experimental  science.  It  lies  with  the  interest  of  the  ex- 
perimenter. So  far  I  have  seen  no  studies  in  which  I  think  the  purely 
scientific  attitude  has  been  taken.  Whipple's  studies  approach  it  most 
closely. — Sutherland. 

Mental  Tests  generally  have  a  practical  purpose:  other  Experiments 
are  more  theoretical  in  intention,  I  think. — Toll. 

I  look  upon  Mental  Tests  as  the  technological  or  applied  side  of  a  lim- 
ited portion  of  psychological  experimentation,  extremely  subsidiary  and  in 
no  wise  essential  to  the  carrying  out  of  work  on  the  scientific  side  of  psy- 
chology.— Watson. 

The  distinction  in  my  mind  is  tersely  that  between  the  theory  of  a 
science  and  its  practical  application.  It  is,  of  course,  true  that  the  statis- 
tical treatment  (3f  the  material  collected  by  Mental  Tests  may  have  im- 


portant  theoretical  applications,  but  the  difference  in  view  point  still  seems 
to  me  valid.  Mental  Tests  are  usually  carried  out  with  immediate  reference 
to  some  practical  application,  whereas  experimental  investigations,  while 
they  may  ultimately  have  application  of  the  most  vital  importance,  are 
primarily  conducted  with  reference  to  a  theoretical  interest. — Woolley. 

2.  The  view  which  distinguishes  between  ''applied  science" 
and  the  "applications  of  science"  is  held  by  Bentley. 

Mental  Tests  are  undertaken  for  the  purpose  of  applying  psychological 
and  other  facts  in  the  arts  of  practice.  Usually  they  are  tests  of  capacity, 
of  performance  and  of  endurance.  The  aim  of"  the  Psychological  Experi- 
ment is  the  description*  and  explanation  of  mind.  The  difference  of  aim, 
of  attitude,  of  intent,  is,  as  I  think,  the  fundamental  difference.  As  a  rule, 
differences  of  method  of  procedure  and  of  refinement  are  also  apparent. 
Frequently  Mental  Tests  are  said  to  pertain  to  "applied  psychology."  I 
should  prefer  to  speak  of  the  "applications  of  psychology"  to  medicine,  busi- 
ness, education,  etc.  There  are  no  more  two  psychologies  than  there  are 
two  physiologies — pure  and  applied. — Bentley. 

3.  A  point  of  view  which  disclaims  any  distinction  between 
"pure"  and  "applied  science"  and  posits  two  differentiated  forms 
of  knowledge — science  and  technology — is  recommended  by 
Hamilton,  Titchener,  Yerkes. 

Mental  Tests  usually  have  for  their  primary  intention  the  solution  of 
individual  practical  problems,  and  may,  therefore,  be  said  to  be  technologi- 
cal applications  of  findings  which  are  derived  from  scientific  experiments 
and  investigations  within  the  field  of  psychology.  Although  Mental  Tests 
may  yield  data  which  are  of  value  to  the  psychological  sciences,  they  differ 
fundamentally  from  Psychological  Experiments  and  Investigations  in  that 
they  are  elaborated  and  applied  with  direct  reference  to  practical  rather 
than  theoretical  problems. — Hamilton. 

The  difference  between  science  and  technology.  "Over  against  sciience, 
now,  stands  what  we  have  called  technology.  In  a  certain  restricted  mean- 
ing, this  term— which  we  have  so  far  employed  without  comment — is  fa- 
miliar enough;  the  greatly  extended  meaning  which  it  is  here  to  receive 
must  be  justified  by  the  sequel.  The  word  is  used  henceforth  to  cover^  in 
the  broadest  way,  the  activities  that  are  ordinary  and  misleadingly  referred 
to  as  'applied  science';  such  things,  that  is  to  say,  as  engineering  and  medi- 
cine, in  all  their  branches;  such  things  as  scientific  agriculture,  and  domes- 
tic science,  and  school  hygiene,  and  industrial  chemistry,  and  eugenics." — 
See  Pop.  Sci.  Monthly,  January,  1914. — Titchener. 

Psychological  Investigations  should  prepare  the  way  for  Mental  Tests,  ^ 
which  in  my  opinion  are  applications  of  methods,  or  technological  ef-  ^ 
forts. — Yerkes. 

4.  That  Psychological  Experiments  deal  with  the  general 
laws  of  mental  activity,  while  Mental  Tests  have  as  their  object 
the  revealing  of  individual  differences  is  upheld  by  Bell,  Bing- 
ham, Bolton,  Brandt,  Bruner,  Ferguson,  Franz,  Freeman,  Har- 
vey, Henmon,  Jastrow,  Judd,  Kelley,  MacMillan,  H.  Moore, 
Myers,  H.  Peterson,  Pillsbury,  Pyle,  Ruckmich,  Ruediger,  Scott, 
Seashore,  Sylvester  Thorndike,  Warren,  Whipple,  Woodrow. 


A  Psychological  Experiment  connotes  to  me  a  careful  and  prolonged 
study  of  some  well  defined  aspect  of  experience  with  subjects  taken  indi- 
vidually and  with  some  attention  devoted  to  a  careful  control  of  the  con- 
ditions. There  would  be  repeated  trials  with  each  subject  and  emphasis 
would  be  laid  on  detailed  introspection.  A  Mental  Test  may  be  either 
mass  or  individual  (usually  the  former),  involves  but  a  single  trial  or  at 
most  but  a  small  number  of  trials,  affords  little  chance  for  introspection, 
or  at  least  little  attention  is  paid  to  introspection,  affords  only  a  limited 
control  of  the  conditions  and  aims  to  give  a  snap  shot  rather  than  a  de- 
tailed study  of  the  reaction.  In  last  analysis  the  detailed  study  of  the  in- 
dividual seems  to  be  the  chief  point  of  difference. — Bell. 

The  fundamental  differences  are  in  purpose.  Experiments  are  to  test  an 
hypothesis,  law  or  other  generalization.  Mental  Tests  are  to  determine 
the  presence  or  absence  of  a  mental  trait  in  an  individual,  or  to  measure 
that  trait. 

The  differences  in  character  between  Experiments  and  Tests,  such  as 
the  customary  brevity  and  simplicity  of  procedure  in  tests,  with  less  elab- 
orate and  careful  control  of  conditions,  are  not  universal  or  fundamental 
differences. — Bingham. 

I  believe  the  only  difference  between  Psychological  Experiments  and 
Mental  Tests  is  that  the  latter  are  experiments  prepared  by  standardized 
methods  for  the  purpose  of  comparing  individuals  (or  groups)  with  each 
other. — Bolton. 

Psychological  Experiments  and  Investigations  aim  to  train  students  to 
analyze  mental  processes  into  their  simplest  factors,  in  order  to  investigate 
the  function  of  each  factor  in  mental  life  and,  if  possible,  to  express  their 
function  in  terms  of  some  law  or  principle. 

Mental  Tests  aim  to  discover  individual  differences  in  the  efficiency  of 
mental  processes  as  a  means  of  studying  (I)  the  characteristics  of  mental 
growth;  (II)  various  problems  of  anthropology,  usually  included  under  ed- 
ucational psychology  such  as  race  and  sex  difference,  and  (III)  various 
problems  of  applied  psychology  such  as  the  relation  of  individual  differences 
to  disease,  to  methods  of  learning,  etc. — Brandt. 

Psychological  Experiments  as  I  understand  it  are  designed  to  illustrate 
laws  of  psychological  phenomena.  The  investigations  in  psychology  em- 
ploy the  experiment  to  arrive  at  general  laws  of  mental  action.  Mental 
Tests,  on  the  other  hand,  at  least  ought  to  aim  at  a  determination  of  men- 
tal capacity,  and  should  afford  a  differential  diagnosis  that  would  reveal 
striking  traits  and  individual  powers,  eccentricities  and  deficiencies.  These 
latter  they  do  not  yet  entirely  accomplish  in  a  satisfactory  way.  It  should 
clearly  be  the  set  task  of  clinical  psychologists  and  all  those  interested  in 
individual  psychology  to  devise  and  perfect  group  tests  and  measurements 
that  will  adequately  define  any  given  individual's  mental  make-up. — Bruner. 

Off  hand,  I  should  say  that  an  ordinary  Experiment  is  to  demonstrate 
some  psychological  fact;  that  an  Investigation  is  to  inquire  into  some  hy- 
pothesis; that  a  Test  is  to  determine  the  status  of  an  individual  or  group  in 
a  function  or  functions.  These  are  not  mutually  exclusive,  however. — Fer- 
guson. 

Psychological  Investigation  has  the  sole  object  of  discovering  new  facts- 
Mental  Tests  may  also  (1)  have  this  object,  when  the  test  is  first  devised, 
but  usually  the  tests  are  for  (2)  the  assimilation  of  more  material  (not  nec- 
essarily the  search  for  new  things)  for  estimating,  let  us  say,  the  mental 
status  of  a  class  and  (3)  for  the  determination  of  the  mental  level  of  a 
group  or  of  an  individual.  While  the  distinction  does  not  always  hold  in 
individual  cases,  the  differences  between  investigations  and  tests  are  that 

8 


in  an  investigation  we  attempt  to  determine  the  normal  and  the  general 
mental  condition,  in  tests  we  are  concerned  with  the  group  (and  largely  with 
the  abnormal  according  to  present  day  practice)  mental  state  or  level,  and 
that  in  an  experiment  we  attempt  to  determine  something  new  about  a 
mental  state  (or  process)  or  a  relation  between  states  and  in  the  test  we 
deal  more  with  the  variation  of  individuals. — Franz. 

No,  if  the  Mental  Tests  are  made  in  a  careful  manner  they  establish 
facts  concerning  individual  differences,  correlation,  mental  development, 
etc.     They  are  different  but  equally  advance  the  science. — Freeman. 

I  believe  the  names  are  not  well  chosen  for  the  material  subsumed 
under  these  two  heads.  As  I  see  it,  Psychological  Experiments  are  logical- 
ly devoted  to  the  demonstration  and  discovery  of  the  likenesses  among  men- 
tal processes.  They  would  result  when  completely  exemplified,  in  the  de- 
velopment and  demonstration  of  psychological  laws.  Mental  Tests,  on  the 
other  hand,  are  primarily  and  necessarily  concerned  with  the  differences  in 
the  mental  processes  of  different  subjects.  One  results  in  the  formulation 
of  psychological  laws,  the  other  emphasizes  individual  differences.  Both  re- 
semblances and  differences  are  necessary  in  any  adequate  study  of  psychol- 
ogy.— Harvey. 

Psychological  Experiments  and  Investigations  aim  to  discover  laws  or 
uniformities  in  mental  life,  while  Mental  Tests  aim,  for  one  purpose  or  an- 
other, at  a  psychology  of  individuals  or  else  of  individual  differences.  From 
the  standpoint  of  advancing  our  science,  Psychological  Experiments  are 
more  important  and  fundamental,  while  from  the  standpoint  of  practical 
application  Mental  Tests  are,  of  course,  useful.  It  requires  psychological 
investigation  to  determine  what  Mental  Tests  test.  Owing  to  the  wide 
spread  interest  in  the  development  and  application  of  tests,  psychological 
investigations  have  been  neglected  in  recent  years  to  an  unfortunate  ex- 
tent.— Henmon. 

The  Psychological  Experiment  has  for  its  purpose  the  analysis  of  the 
factors  of  the  mental  life  and  of  the  processes  and  mechanisms.  Mental 
Tests  are  intended  to  throw  light  on  the  individual  or  the  group  traits  which 
individuals  or  groups  possess.  Also  to  show  and  measure  the  forms  of 
mental  expression  particularly  as  embodied  in  educational  and  vocational 
work.  Incidentally  the  distribution  of  said  traits  is  itself  an  important  as- 
pect of  inquiry  so  that  the  method  of  tests  may  enter  into  the  first  division 
of  experiments. — Jastrow. 

Tests  are  designed  to  deal  with  groups  while  Experiments  deal  with  the 
detailed  analysis  of  individuals. 

Tests  are  relatively  fixed  and  in  general  cannot  be  elaborated  in  process 
of  application;  an  Experiment  follows  up  a  productive  lead. — Judd. 

I  consider  in  general  that  Psychological  Experiments  have  as  their  ob- 
ject the  revealing  of  the  laws  of  mental  activity  and  that  Mental  Tests 
have  as  their  object  the  revealing  of  individual  differences. — Kelley. 

An  Experiment  is  fundamentally  concerned  with  (1)  controlling  condi- 
tions under  which  mental  stimuli  are  given  to  the  subject,  (2)  presenting 
stimuli,  (3)  recording  reactions,  and  in  addition  in  some  cases  the  subjects 
observations,  or  general  analyzing  the  processes  called  into  play  and  in- 
terpreting the  data  presented. 

A  Test  is  concerned  with  determining  how  much  and  how  that  com- 
pares with  a  standard,  or  to  put  an  individual  on  trial  to  find  out  how  much 
he  knows,  how  he  feels  and  how  much  he  does  in  certain  units,  how  he 
learns,  his  possibilities  of  being  changed  in  certain  desirable  ways. — Mac- 
Millan. 


The  Psychological  Experiment  proper  is  more  likely  to  have  reference 
to  mental  processes  which  are  essentially  general  and  typical;  the  Mental 
Test  accentuates  the  fact  of  Individual  differences. — H.  Moore. 

First,  to  give  more  information  about  Human  Behavior  with  a  view 
better  to  adjust  ourselves  to  our  environment  and  to  our  fellows,  and,  of 
course,  to  guide  others — adjustment. 

Second,  to  select  and  determine  individual  aptitudes  in  order  to  guide 
the  individual  in  finding  the  thing  for  which  he  is  best  fitted  in  school — and 
life. 

The  first,  to  constantly  guide,  the  second,  rather  to  select  in  various 
stages. — Myers. 

Mental  Tests  a,re  questions  or  performances  designed  to  grade  intelli- 
gence— determine  the  kinds  and  amount  of  intelligence  present  in  a  given 
person — while  Psychological  Experiments  are  controlled  efforts  to  find 
causes  of  any  mental  phenomena  of  importance. — H.  A.  Peterson. 

One  to  discover  or  demonstrate  general  principles,  the  other  to  measure 
individual  differences. — Pillsbury. 

None  except  in  end  sought.  In  Mental  Tests,  we  are  usually  looking 
for  individual  difference  and  differences  of  development  of  various  func- 
tions in  the  same  individual. — Pyle. 

1.  I  think  we  have  to  admit  that  in  the  second  case  there  is  considerable 
pressure  from  educational  practice.  This  pressure  is  not  intrinsically  nec- 
essary, but  it  exists. 

2.  I  consider  that  psychology  and  its  Experimental  Investigations  per- 
tain to  mind  in  general;  Mental  Tests  emphasize  individual  differences. 
This  is  again  not  a  necessary  trend,  because  there  is  a  serious  attempt  on 
the  part  of  some  investigators  to  solve  the  problem  of  intelligence.  The 
trend,  however,  is  not  characteristic  of  the  group  of  investigators  as  a 
whole. — Ruckmich. 

1.  Aim  to  reveal  the  general  facts  and  principles  concerning  human 
nature. 

2.  Aim  to  reveal  the  nature  of  the  individual. — Ruediger. 
"Investigations"  should  not  be  associated  with  "Experiments"  and  con- 
trasted with  "Tests." 

Experiments  attempt  to  establish  norms;  Tests  attempt  to  establish 
norms,  but  also  to  measure  individuals  in  terms  of  such  norms. — Scott. 

In  Psychological  Experiments  and  Investigations,  the  object  is  scien- 
tific fact  as  such,  whereas  in  Mental  Tests  the  object  is  information  about 
an  individual.     Minor  distinction  can,  of  course,  be  drawn. — Seashore. 

There  is  a  difference  between  their  aims.  The  first  is  either  for  re- 
search or  for  teaching  students;  the  second  for  measurement  or  diagnosis 
of  the  individuals  to  whom  applied. — Sylvester. 

Psychological  Experiments  are  to  bring  out  a  general  fact  or  law  or 
relation. 

Mental  Tests  are  to  measure  the  status  of  an  individual  or  group  in 
some  particular. — Thomdike. 

Psychological  Experiments  and  Investigations  are  primarily  concerned 
with  the  type — or  average — Tests  with  individual  differences.  I  should 
say  that  the  discoveries  in  the  former  line  were  more  important  from  a 
scientific  standpoint,  while  the  latter  are  undoubtedly  of  greater  practical 
value. 

10 


The  Mental  Tests  of  today  do  not  add  anything  of  importance  to  the 
science  of  psychology.  They  certainly  will  do  so  in  the  future.  Further- 
more, any  development  in  psychology  which  proves  of  practical  service  will 
win  support  of  a  material  and  valuable  character  in  endowments,  research 
foundations,  etc. — Warren. 

When  we  speak  of  a  Mental  Test,  we  have  in  mind  the  experimental 
determination  for  a  given  individual  of  some  phase  of  his  mental  capacity, 
the  scientific  measurement  of  some  one  of  his  mental  traits.  The  Mental 
Test  in  some  respects  resembles,  in  some  respects  differs  from  the  typical 
research-experiment  of  the  psychological  laboratory.  The  primary  differ- 
ence between  the  Research-experiment  and  the  Test-experiment  is  really  one 
of  aim. — Whipple. 

Th,e  object  of  Psychological  Experiments  and  Investigations  is  to  arrive 
at  new  laws  and  principles;  the  object  of  Mental  Tests  to  determine  the  ca- 
pacities of  an  individual.  The  difference  is  sufficiently  obvious,  though,  of 
course.  Mental  Tests  may  be  used  in  the  investigation  of  psychological  prin- 
ciples.— Woodrow. 

5.  Mental  Tests  fundamentally  are  of  diagnostic  value  is 
the  belief  of  Burnett,  Henderson,  Monroe,  Ogden,  S.  Smith, 
Weiss. 

Where  Mental  Tests  are  under  investigation,  no  difference,  naturally. 

Where  they  are  merely  being  given  for  diagnostic  purposes,  no  more 
and  no  less  gain  to  theory  than  any  art  confers  on  its  fundamental  sci- 
ence.— Burnett. 

Mental  Tests  seem  to  me  for  the  most  part  valuable  for  the  diagnosis 
of  the  individual  yet  the  knowledge  of  how  to  make  them  is  psychological 
and  their  increasing  value  makes  this  knowledge  more  and  more  in  demand 
among  those  who  study  psychology;  also  Mental  Tests  may  afford  data  for 
psychological  generalizations  as  in  the  case  of  correlations. — Henderson. 

The  former  for  purposes  of  scientific  research. 

The  latter  for  purposes  of  diagnosis. — Monroe. 

Psychological  Experiments  and  Investigations  aim  to  study  the  basic 
facts  of  mind;  the  principles  and  laws  of  consciousness  and  behavior. 

Mental  Tests,  I  have  always  assumed  to  be  symptomatic,  requiring 
more  fundamental  investigations  for  their  interpretation.  The  diagnosis 
of  the  "tests"  might,  therefore,  be  superficial,  as  in  the  case  of  medical 
diagnosis  by  "symptoms" — and  suggestion  of  problems  which  could  only  be 
solved  by  recourse  to  investigations  of  a  "pure"  psychological  type. — Ogden. 

Application.  The  use  of  standardized  Experiments  for  individual  diag- 
nosis is  Mental  Testing — S.  Smith. 

It  seems  to  me  that  Psychological  Experiments  should  try  to  show  how 
the  complex  modification  which  occurs  in  the  mental  life  or  actions  of  an 
individual,  between  birth  and  death,  may  be  understood  as  a  result  of  the 
interaction  between  (1)  the  original  nature  of  the  man,  (2)  his  environ- 
ment, (3)  the  properties  of  his  own  body. 

Mental  Tests,  I  regard  as  means  for  measuring  and  determining  the 
social  value  of  this  modification.  Mental  Tests  bear  the  same  relation  to 
Experimental  Psychology  as  physical  (bodily)  measurements  bear  to  anat- 
omy and  physiology.  To  make  physical  measurements,  it  is  not  necessary 
to  be  thoroughly  prepared  in  medicine,  but  whoever  wishes  to  use  the  re- 
sults of  such  tests  for  diagnostic  or  corrective- purposes  should  be  well  pre- 
pared in  anatomy,  physiology  and  pathology. — Weiss. 

11 


N  6.  That  Psychological  Experiments  are  qualitative  and 
Mental  Tests  are  quantitative  in  their  aim  is  the  distinction  made 
by  Cowan,  Gamble,  Gault,  Kline,  Miner,  Murray,  Perrin,  Tro- 
land,  Yoakum. 

Wherever  Mental  Tests  can  be  reliably  used  as  a  measure  or  quantitative 
unit  in  connection  with  any  conscious  process  it  seems  to  me  they  are  gen- 
uine Psychological  Experiments  or  that  they  may  be  legitimately  used  in 
such  experiments  for  the  furtherance  of  knowledge  of  these  processes.  Where 
they  merely  serve  as  a  guide  to  assist  a  given  individual  in  his  adaptation 
to  society,  I  cannot  see  how  they  advance  our  science. — Cowan. 

I  have  always  regarded  Mental  Tests  as  a  very  crude  fjorm  of  quantita- 
tive or  metric  psychology. — Gamble. 

Mental  Tests  are  Psychological  Experiments.  We  are  not  applying 
them  by  rule.  We  are  first  getting  psychological  reaction  to  Tests  and 
then  looking  for  correlation  between  these  reactions  and  subsequent  be- 
havior. In  the  light  of  such  correlations  (or  lack  of  them)  in  light  of  cor- 
relations among  reactions  to  various  Tests,  we  modify  or  remodify  our 
Tests.  Thus  we  are  on  the  way  toward  establishing  norms  of  reaction  or 
laws.  Given  certain  stimuli  (Tests)  w6  will  obtain  certain  respons- 
es.— Gault. 

Psychological  Experiments  seek  to  discover  and  describe  the  existence 
and  nature  of  human  traits;  to  determine  the  more  general  conditions  in 
which  they  operate,  etc. 

Mental  Tests  seek  quantitative  expression  for  human  traits  and  ca- 
pacities. In  brief,  the  former  attempts  to  find  out  what  exists  in  the  way 
of  human  behavior  and  the  laws  and  principles  involved,  the  latter  tries  to 
measure  what  is  known  in  the  way  of  human  behavior. 

I  suspect  many  of  us  are  nursing  the  ideas  that  a  proper  selection 
and  use  of  "Mental  Tests"  would  contribute  toward  more  successful  teach- 
ing of  psychology  even  in  the  more  elementary  courses.  As  the  late  Pro- 
fessor Torrey,  of  Harvard,  taught  and  practiced  that  the  best  method  for 
introducing  a  student  to  general  chemistry  is  through  a  selected  set  of 
quantitative  chemical  problems,  so  the  teacher  of  psychology  may  come 
to  advocate  and  use  Mental  Tests  as  the  more  practical  approach  to  the 
laws  of  psychology.     Professor  Torrey  advocated  this  view  in  1895. — Kline- 

A  Test  is  that  part  of  a  broad  Psychological  Experiment  which  provides 
the  data  in  the  form  of  a  distribution  of  an  ability.  When  the  relations 
of  the  results  of  the  Test  are  traced  by  correlation  methods,  this  combined 
form  of  investigation  seems  to  afford  the  most  promising  objective  ap- 
proach to  the  solution  of  problems  of  behavior.  The  other  type  of  Exper- 
iment which  aims  to  discover  causes  by  changing  a  single  factor  and  watch- 
ing the  result  in  a  laboratory  serves  better  in  sciences  dealing  with  simpler 
phenomena  than  in  psychology. — Miner. 

No  essential  difference  if  the  latter  are  studied  not  only  quantitatively 
but  qualitatively  with  an  eye  to  the  effect  of  slight  alteraions  of  method — 
giving  of  directions,  etc.,  on  the  mass  results  and  if  occasionally  introspec- 
tions are  called  for.  Further,  I  believe  the  limited  range  of  subjects  us- 
ually available  for  the  classical  psychological  Experiments  limits  the  valid- 
ity of  the  results.  The  wider  and  more  varied  range  of  subjects  tapped 
by  Mental  Testing  obviates  this  difficulty. — Murray. 

12 


Many  of  the  standard  Experiments  in  psychology  are  Mental  Tests, 
since  they  test  abilities.  I  should  consider  problems  in  the  learning  process 
Mental  Test  problems,  as  they  are  concerned  with  progressive  ability.  Hence 
a  line  of  demarcation  is  difficult  to  draw.  Practically,  however,  a  "Mental 
Test"  is  one  that  aims  at  correlating  quantitative  results  with  similar  re- 
sults from  other  tests. — Perrin. 

I  understand  by  the  former  the  analysis  of  consciousness  into  its  ele- 
ments, the  statement  of  the  various  relations  existing  between  these  ele- 
ments, and  of  the  correlations  of  the  elements  and  their  connections  with 
physiological  elements  and  connections.  By  the  latter  I  understand  prac- 
tical methods  for  giving  a  quantitative  estimate  of  "mental  traits,"  more 
or  less  popularly  conceived. — Troland. 

The  first,  to  my  mind,  actually  study  the  nature  of  mental  processes; 
the  second,  may,  in  the  future,  aid  in  the  correlation  of  the  facts  laid  bare 
by  the  first. — Yoakum. 

7.  Psychological  Experiments  are  fundamentally  analytic 
and  Mental  Tests  synthetic  according  to  Barnes,  Breese. 

The  fundamental  purpose  of  Psychological  Experiments  is  to  throw 
light  upon  mental  processes  for  the  purpose  of  analysis  and  synthesis-analy- 
sis of  human  behavior.  The  fundamental  purpose  of  Mental  Tests  is  to 
measure  and  grade  mental  ability  and  power — evaluation  of  human  behav- 
ior.— Barnes. 

The  first  is  analytic  while  the  second  is  synthetic. — Breese. 

8.  No  fundamental  difference  is  found  by  Angell,  Brown, 
Fernald,  Haines,  Hollingworth,  Hunter,  Maxfield,  M.  Meyer, 
Rogers,  Ruger,  Strong,  Wallin. 

I  should  not  naturally  think  of  making  a  comparison  between  Mental 
Testing  on  the  one  hand  and  Psychological  Tests  and  Experiments  on  the 
other.  The  establishment  of  the  technique  of  Mental  Testing  would,  in  my 
mind,  be  one  among  other  of  the  results  of  experimental  investigation. 
The  actual  application  of  such  Tests  and  the  interpretation  of  the  data 
gained  might  be  considered  either  as  Psychological  Investigation,  or  as  so- 
cial or  educational  investigation.  We  are  doing  a  good  -deal  of  work  of  all 
these  kinds. — Angell. 

I  consider  the  employment  of  Mental  Tests  one  of  the  most  desirable 
methods  to  be  used  in  Experiment  or  Investigation. — Brown. 

I  think  that  there  is  no  fundamental  difference  between  Psychological 
Experiments  and  Mental  Tests.  The  distinction  seems  to  be  between  the 
determination  of  facts  or  laws  which  hold  generally  and  the  study  of  indi- 
vidual and  group  differences.  As  a  matter  of  method  there  are  ordinarily 
made  exact  measurements  under  laboratory  conditions  in  the  former,  and 
the  rougher  determinations  to  be  treated  by  statistical  methods  in  the  lat- 
ter.—Cattell. 

I  am  not  ready  to  grant  that  there  are  fundamental  differences  be- 
tween Psychological  Experiments  and  Investigations,  and  Mental  Tests. 
There  are  unquestionably,  many  superficial  differences  resulting  from  the 
fact  that  laboratory  conditions  are  frequently  not  available  for  the  latter 
and  that  pressure  for  immediate  practical  application  of  the  results  is  so 
great.      I  think,  however,  it  is  a  mistake  to  feel  that  these  factors  are  in- 

13 


trinsic  in  the  conduct  of  Mental  Tests  and  that  Mental  Tests  cannot  be 
performed  as  actual  Psychological  Experiments  in  the  field  of  individual 
psychology. — Fernald. 

I  do  not  consider  there  is  a  fundamental  difference  unless  the  Mental 
Test  is  made  an  integral  part  of  a  thorough  going  mental  or  psychiatric 
examination.  In  that  case  the  Mental  Test  is  a  means  of  analysis  of  char- 
acter and  assaying  the  individual  mental  make-up.  The  Psychological  Ex- 
periment is  directed  to  making  out  the  typical  mental  organization. — Haines. 

I  do  not  consider  that  there  is  any  fundamental  difference.  Such  dif- 
ference as  exists  is  in  the  use  to  which  material  and  results  are  put.  Any 
Experiment  is  a  sort  of  "test"  and  any  "test"  may  be  used  for  qualitative 
analysis,  as  well  as  for  mere  measurement. — Hollingworth. 

I  regard  them  as  supplementary.  There  seems  to  be  no  fundamental 
difference.  This  is  particularly  true  when  one  considers  the  more  objec- 
tive and  less  introspective  Psychological  Experiments. — Hunter. 

A  Mental  Test  (sic)  is  a  Psychologilcal  Experiment  in  that  the  examiner 
sets  certain  conditions,  more  or  less  carefully  standardized,  and  observes 
how  the  subject  or  group  of  subjects  may  react  to  the  stimuli  presented  in 
these  conditions.  In  this  sense  there  can  be  no  difference  between  the  Men- 
tal Test  and  other  Psychological  Experiments  not  commonly  so  called.  The 
difference  between  the  activities  of  the  clinical  psychologist  who  uses  these 
Tests  and  those  of  the  laboratory  psychologist  who  performs  Experiments, 
lies  not  in  any  fundamental  psychological  aspects  of  their  activities  but 
rather  in  the  interpretation  of  their  results  and  in  use  to  which  interpreta- 
tions are  put.  If  these  interpretations  are  used  for  the  development  of  the 
science  of  human  behavior  we  call  the  process  by  which  they  were  derived 
"Psychological  Experimentation."  If  on  the  other  hand  these  interpreta- 
tions of  behavior  data  are  used  for  determining  method  and  practice  in  the 
process  of  formal  education  we  call  the  process  by  which  they  were  de- 
rived "experimental  pedagogy." — Maxfield. 

Mental  Tests  are  a  kind  of  Psychological  Experiment. — M.  Meyer. 
The  first  class  includes  the  second. — Rogers. 

I  see  no  vital  distinction.  Repeated  Tests  merge  in  Experiments  on 
the  Learning  Process.  The  result  of  Tests  designed  to  study  specific  men- 
tal relations,  when  treated  by  proper  statistical  methods,  such  as  partial 
correlation,  correspond  in  fundamental  character  to  direct  laboratory  ex- 
perimentation.— Ruger. 

Mental  Tests  are  only  one  phase  of  the  others — dealing  primarily  with 
the  problem  of  how  various  mental  processes  are  inter-related. — Strong. 

I  do  not  think  that  there  is  any  fundamental  difference,  but  I  believe 
the  term  "Mental  Tests"  is  largely  restricted  to  the  use  of  Psychological 
Experiments  for  purposes  of  practical  classification.  The  Psychological 
Experiments  of  the  laboratory  do  not  have  this  purpose.  Their  aim  is  to 
familiarize  the  student  with  the  methods  of  Experimental  Psychology,  and 
to  supply  experimental  tools  for  prosecuting  research. — Wallin. 

9.  The  difference  is  one  of  method  of  approach  is  the  view 
maintained  by  Brigham,  Delabarre,  Downey,  Pintner. 

From  the  standpoint  of  advancing  the  science.  Mental  Tests  and  Psy- 
chological Experiments  have  the  same  purpose,  that  of  obtaining  a  knowl- 
edge of  facts  of  mental  life  such  that  psychological  events  may  become 
predictable.      The   differences   seem   to   be   those   of  method,   one    method 

14 


seeking  to  obtain  these  facts  by  means  of  the  introspection  of  an  exper- 
ienced observer  in  a  controlled  environmental  situation,  the  other  of  ob- 
taining these  facts  by  observing  the  behavior  of  the  individual  in  a  series 
of  novel  situations  and  by  correlating  this  behavior  with  the  more  obvious 
facts  of  physical  and  physiological  growth,  social  effectiveness,  etc. — Brig- 
ham. 

Mental  Tests  seem  to  me  to  be  relatively  superficial  and  hurried  Psy- 
chological Experiments,  while  Psychological  Experiments  are  accurate, 
thorough  and  painstaking  Mental  Tests.  The  former  are  necessary  when 
it  is  desirable  to  learn  much  in  a  limited  time;  and  are  justified  when  treated 
as  approximations  or  when  often  enough  repeated  to  offset  their  lesser 
value  singly.  One  might  call  a  Test  even  a  complete  and  reliable  Exper- 
iment of  a  brief  type. —  Delabarre. 

A  Mental  Test  and  a  Psychological  Experiment  may  use  the  same  ma- 
terial and  study  the  samo  problem,  but  in  the  Test  an  effort  is  made  to 
evaluate  the  outcome  in  objective  terms — the  degree  of  success  in  handling 
a  problem  situation.  How  the  subject  attains  this  success  is  a  secondary 
matter;  in  the  Experiment  one  stresses  this  How  and  seeks  an  analysis  by 
the  subject  of  his  method  of  procedure.  An  Investigation  may  properly 
combine  the  Test  and  the  Experiment.  How  a  situation  is  handled  is  often 
as  significant  as  success  in  handling  it.  In  the  Healy  Code  Test  a  pro- 
cedure by  Construction  or  Visualization  may  both  give  success  but  the  dif- 
ferent methods  may  evidence  very  different  types  of  subject. — Downey. 

I  regard  these  as  two  different  lines  of  approach,  each  advancing  our 
science  in  its  own  way. — Pintner. 

10.  The  one  who  finds  Experiments  dealing  with  normal 
adult  minds,  Tests  with  sub-normal  or  types  of  arrested  or 
developing  minds  is  Goddard. 

The  former,  if  we  may  judge  from  the  use  made  of  the  data,  are  made 
to  determine  the  characteristics  of  normal  adult  mind  (human  or  animal). 
The  latter  are  used  to  determine  the  status  of  the  developing  mind  or  of 
minds  that  have  been  arrested  before  reaching  maturity. — Goddard. 

11.  Contributions  which  supplement  the  above  and  illus- 
trate views  that  do  not  logically  fall  within  these  classes  are 
those  of  Abbott,  Arps,  Bagley,  Berry,  Cleveland,  Dockeray, 
Dodge,  Haggerty,  A.  Meyer,  Wolfe. 

Mental  Tests  form  only  a  limited  field  of  Psychological  Research,  lim- 
ited as  to  scope,  as  to  method  and  as  to  amount  of  psychological  knowledge 
required  by  the  investigator  in  order  to  get  results  that  are  uniform  and 
apparently  comparable  with  the  results  of  others'  work.  Psychological 
Experiments  may  cover  any  field  and  are  limited  only  by  the  knowledge  of 
psychology  and  the  inventiveness  of  the  experimenter. — Abbott. 

In  practice  here  we  regard  the  regular  work  in  Experimental  Psychol- 
ogy and  the  work  in  Mental  Tests  as  distinct.  The  two  lines  of  work  are 
carried  separately  by  different  instructors  and  in  different  laboratories. 
The  latter  borrows  from,  but  does  not  affect  the  former.  We  may  speak  of 
Mental  Tests  supplementing  Experimental  Psychology  as  any  course  in 
psychology  supplements  another;  certainly  Mental  Tests  do  not  in  ahy  way 
supplant  Experimental  Psychology. — Arps. 

f  • 
15 


"Experiments  and  Investigations" — a  generic  term.  "Mental  Tests," — 
a  specific  term. — Bagley. 

I  am  not  sure  that  I  understand  this  question;  if  I  do,  it  is  somewhat 
analagous  to  this  question:  Do  you  believe  that  the  science  of  physiology 
is  more  likely  to  be  advanced  by  the  physician's  endeavor  to  diagnose  the 
ailments  of  his  patients  or  by  the  physiologist's  endeavors  to  solve  the  spe- 
cific problems  of  physiology? — Baird. 

At  the  present  time  "Mental  Tests"  seem  to  be  the  avenue  along  which 
the  science  of  psychology  can  travel  more  rapidly,  at  least  for  a  time,  than 
by  means  of  Psychological  Experiments  alone.  Mental  Testing  is  not  new 
but  the  approach  by  the  "age  standard  of  intelligence"  is  new.  It  is  this 
point  of  view  that  has  given  such  an  impetus  to  the  study  of  Mental  Tests. 
Another  factor  that  makes  progress  along  this  line  rapid  is  the  practical 
value  of  the  results  obtained.  One  difficulty  has  been  that  some  of  those 
interested  in  Mental  Tests  have  had  little  interest  in  the  advance  of  psy- 
chology as  a  science.     This  has  caused  the  conflict. — Berry. 

The  former  is  fundamental  and  conditions  the  latter. 

The  aim  of  the  course  and  the  attitude  of  the  student  are  different. — 
Cleveland. 

Psychological  Experiments  tend  to  give  the  student  a  clearer  idea  of 
the  laws  of  mental  processes,  while  Mental  Tests  do  little  more  than  indi- 
cate how  certain  machinery  may  be  used,  without  teaching  him  the  laws 
underlying  the  machinery. — Dockeray. 

Mental  Tests  imply,  or  are  supposed  to  imply,  something  different  from 
what  is  measured.  They  should  be  functionally  related  to  the  processes 
they  are  supposed  to  test.  Whenever  a  Test  can  be  regarded  as  a  true 
"indicator,"  it  is  of  great  scientific  and  practical  value.  Unfortunately 
many  "Tests"  are  on  the  same  level  as  the  old  phrenology  and  palm  read- 
ing. They  would  be  very  valuable  if  the  correlation  had  only  been  estab- 
lished.— Dodge. 

Three  things  to  consider  (a)  Mental  Testing;  (b)  experimental  work  on 
Mental  Tests  (devising,  improving,  etc.);  (c)  other  experimental  work 
(psychological).  The  most  important  distinction  is  between  (a)  on  the  one 
hand  and  (b)  and  (c)  on  the  other;  (b)  is  a  subdivision  of  (c). — Dunlap. 

I  regard  Mental  Tests  as  devices  for  measurements.  One  can  study 
Mental  Tests  in  either  of  two  ways:  (1)  as  an  end  in  themselves  much  as 
a  physicist  would  experiment  in  developing  a  micrometer  screw  or  other 
measuring  device;  (2)  the  Tests  may  be  used  for  the  measurement  of  men- 
tal efficiencies.  In  a  Psychological  Experiment  one  may  use  Mental  Tests 
as  instruments  for  determining  facts,  but  the  experimenter  is  not  usually 
interested  in  the  Tests  as  such.  Thus  one  might  use  Mental  Tests  of  mem- 
ory at  the  beginning  of  a  training  experiment  and  again  at  the  end  of  the 
experiment  merely  as  devices  for  measuring  the  changes  due  to  practice 
when  his  main  interest  would  be  the  amount  and  causes  of  such  a  change. 
— Haggerty. 

I  find  in  the  main  that  Tests  represent  the  ambition  to  study  detached 
reactions  fit  to  be  considered  without  the  contest  as  opposed  to  the  study 
of  reactions  which  require  consideration  of  the  personality  and  its  biog- 
raphy. The  latter  stands  in  the  center  of  my  own  interest  because  I  have 
a  feeling  of  insufficient  dependability  on  short  cuts  and  especially  very  lit- 
tle confidence  in  the  quest  for  central  correlations  unless  they  are  offered 
with  a  certain  amount  of  distributive  material  presented  by  the  individual 
personality. — A.  Meyer. 

16 


The  first  is  fundamental  and  necessary  to  the  right  appreciation  of  the 
latter.  Though  without  the  former,  attempts  in  the  latter  may  in  a  mod- 
est mind  lead  to  a  better  understanding  of  child  life.  I  feel  that  it  is  bet- 
ter for  a  teacher  to  become  familiar  with  the  child  element  in  education, 
even  with  crude  results  and  some  misinterpretation  than  to  continue  wholly 
ignorant  of  this  factor. 

I  do  not  believe  a  psychologist  will  become  infected  by  making  Mental 
Tests,  but  Psychology  may  suifer  in  the  estimation  of  laymen. — Wolfe. 

2.     Factors   Determining    Emphasis    on    Psychological    Experi- 
ments or  on  Mental  Tests. 

''  Which  of  these  two  general  lines  of  psychological  work 
— Experiments  or  Mental  Tests — are  you  emphasizing  at  pres- 
ent?" 

Of  the  100  replies  to  question  II,  42  indicate  emphasis  on 
Mental  Tests,  40  emphasis  on  Psychological  Investigations  or 
Experiments,  and  18  indicate  an  equal  amount  of  emphasis.  The 
most  patent  reasons  for  emphasizing  Mental  Tests  are  "special 
facilities,"  ''practical  value,"  "personal  interest,"  "best  methods 
of  advancing  psychology,"  "students  grasp  them  more  easily," 
and  'they  are  more  popular  with  the  students."  A  few  repre- 
sentative views  may  be  quoted : 

Because  they  are  more  feasible  under  school  conditions.  Even  for  the 
purposes  of  pure  psychology  extensive  rather  than  intensive  studies  seem 
to  me  of  greater  significance  at  present  for  purposes  of  social  orientation. 
Ideally,  however,  the  two  should  supplement  each  other.  After  a  series  of 
tests  has  shown  well-defined  tendencies,  more  intensive  studies  should  be 
undertaken  with  individuals  at  definite  points  in  the  series.  Each  one  of 
the  Bine^  tests,  for  example,  should  be  made  the  subject  of  intensive  study 
with  individual  children  of  different  ages. — J.  Carleton  Bell. 

I  am  inclined  to  emphasize  Mental  Tests.  Experimental  Psychology 
"pure  and  simple"  gives  nothing  but  a  motive  procedure. — J.  E.  Lough. 

Mental  Tests  deal  more  directly  with  the  functions  entering  into  the 
learning  process  than  do  our  laboratory  experiments.  Our  laboratory  is 
constantly  called  upon  to  test  backward  children  in  the  public  schools. — 
F.  B.  Brandt. 

This  is  the  surest  method  of  arriving  at  an  understanding  of  the  normal 
adult  mind. — H.  H.  Goddard. 

Objective  methods  seem  to  me  to  avoid  the  danger  of  deadlocks  from 
conflicting  introspections. — J.  B.   Miner. 

In  an  introductory  course  the  student  seems  to  grasp  mental  facts 
more  readily  in  terms  of  mental  differences  than  in  terms  of  mental  laws. — 
H.  T.  Moore. 

Present  day  interest.  Students  are  more  interested  in  them  than  in 
introspective  problems  or  problems  concerned  with  the  quality  of  mental 
operations.  My  chief  reason  rests  upon  the  belief  that  in  the  field  of  the 
correlation  of  tlie  results  of  Mental  Tests  we  will  actually  make  progress 
in  the  nature  of  mental  activity. — F.  A.  C.  Perrin. 

17 


Additional  reasons  for  emphasizing  Mental  Tests  are : 

Because  of  its  technological  or  applied  value. — T.  H.  Haines. 

Because  this  institution,  devoted  to  applied  science,  has  set  me  the 
explicit  task  of  making  psychology  practical  as  an  aid  in  the  selection, 
classification,  guidance  and  placement  of  its  students.  We  use  what  would 
be  called  Experiments  only  as  aids  in  devising,  standardizing  and  interpret- 
ing tests,  and  also  to  a  small  extent  as  aids  in  teaching  elementary  and 
educational  psychology. — W.  V.  Bingham. 

Because  I  am  in  charge  of  a  Bureau  organized  for  the  purpose  of  test- 
ing the  extent  to  which  Mental  Tests  may  be  useful  in  problems  of  child 
labor  and  vocational  guidance. — Helen  T.  Woolley. 

Because  this  laboratory  was  established  for  the  individual  study  of  de- 
linquent women  committed  to  the  State  Reformatory,  with  which  it  is  af- 
filiated. The  psychological  work  is  only  one  branch  of  this  study,  and  is 
naturally  concerned  with  problems  of  individual  psychology. — Mabel  R. 
Fernald. 

The  prevailing  reasons  for  emphasizing  Psychological  Ex- 
periments or  phases  of  research  outside  the  field  of  Mental 
Tests  are  "best  method  of  advancing  the  science,"  ''personal  in- 
terest," ''better  established,"  and  "more  important."  Some  se- 
lected views  are: 

Because  I  believe  that  Mental  Tests  will  continue  to  have  but  limited 
practical  value  until  psychology,  as  the  science  of  behavior,  shall  have 
elaborated  more  or  less  satisfactorily  methods  for  experimental  analyses 
of  capacity  for  adjustment  in  terms  of  the  more  complex  functional  inte- 
grations that  are  reflected  in  reaction-types.  While  I  am  interested  in 
measuring  the  native  reactive  capacity  of  a  dog  or  a  monkey  which  has  ac- 
quired a  repertoire  of  tricks,  I  seek  to  devise  experimental  methods  which 
free  me  from  the  necessity  of  discriminating  between  "trick"  and  "native- 
equipmfent"  responses.- — G.  V.  Hamilton. 

My  view  is  that  the  Psychological  Experiment  has  for  its  purpose,  the 
analysis  of  the  factors  of  the  mental  life  and  of  the  processes  and  mechan- 
isms. Mental  Tests  are  intended  to  throw  light  on  the  individual  or  the 
group  traits  which  individuals  or  groups  possess.  Also  to  show  and 
measure  the  forms  of  mental  expression,  particularly  as  embodied  in  edu- 
cational and  vocational  work.  Incidentally,  the  distribution  of  said  traits 
is  itself  an  important  aspect  of  inquiry,  so  that  the  method  of  Tests  may 
enter  into  the  first  division  of  Experiments.  As  between  the  two,  there 
is  no  question  in  my  mind,  that  the  first  is  by  far  the  more  important  and 
should  be  emphasized  in  the  teaching  and  training  of  psychologists.  In 
my  opinion  it  has  far  greater  training  value  and  analytical  value; 
it  determines  the  progress  of  psychology;  it  tests  theories  and  it 
expands  our  knowledge.  From  this  central  point  of  view  of  the  business 
of  psychology,  the  Tests  are  quite  subsidiary  in  importance  and  bearing. — J. 
Jastrow. 

Experimentation  because  the  Tests  have  so  many  questions  open  which 
can  be  answered  only  by  minute  progressive  analysis. — C.  H.  Judd. 

Psychological  Experiments,  because  I  think  them  of  fundamental  im- 
portance, my  own  inclinations  are  in  that  direction  and  others  in  the  lab- 
oratory are  directing  their  attention  more  to  Mental  Tests.  I  do,  however, 
develop  Tests  as  the  outcome  of  my  Experiments. — H.  I.  Langfeld. 

18 


Because  I  developed  problems  in  audition  and  learning,  some  years 
ago,  which  I  have  not  had  time  to  complete;  and  I  am  more  interested  con- 
stitutionally in  principles  than  their  applications.  I  have  refused  posi- 
tions in  testing  work  for  this  reason — they  would  call  me  away  from  prob- 
lems that  I  have  not  yet  completed.  This  does  not  mean  that  I  have  no 
interest  in  Tests. — J.  Peterson. 

Because  they  are  of  most  value  in  establishing  the  science  of  psychol- 
ogy, and  I  am  interested  in  psychologv  primarily  as  a  pure  science.  It  is 
simply  a  matter  of  interest. — H.  Woodrow. 

As  a  comparative  psychologist,  I  am  laying  all  emphasis  upon  research 
along  genetic  lines.  As  psychologist  to  the  Boston  State  Hospital,  Psycho- 
pathic Department,  I  naturally  have  direction  of  psychological  examining, 
and  am,  therefore,  practically  concerned  with  the  development  of  Mental 
Tests  and  with  their  application.  My  interest  centers  in  psychological  re- 
search. The  technological  work  I  consider  of  importance,  but  I  prefer  to 
leave  it  to  those  who  are  not  primarily  investigators. — R.  M.  Yerkes. 

Because,  in  my  opinion,  it  i^  only  by  investigation  that  the  science  of 
psychology  can  be  advanced.  Because,  in  my  opinion,  the  psychologist  can 
not  in  the  present  status* of  his  knowledge  of  his  science  do  accurate  or 
effective  work  on  such  a  complex  practical  problem  as  that  of  Mental 
Testing.— J.  W.  Baird. 

We  are  emphasizing  Psychological  Experiments  and  Investigations  in 
our  class  v/ork  in  order  that  the  student  may  obtain  an  understanding  of  the 
work  that  has  been  done  in  the  past,  that  he  may  realize  the  essential 
value  of  the  introspective  method  in  obtaining  the  facts  of  mental  life,  and, 
that  in  case  he  desires  to  take  up  research  in  either  field  of  Tests  or  In-. 
vestigations,  he  may  have  an  adequate  grounding  in  the  principles  of 
scientific  method,  as  applied  to  psychological  material. — H.  C.  Warren. 

I  should  be  very  sorry  to  see  our  laboratory  given  over  largely  to  a 
kind  of  work  for  which  the  experimenter  certainly  needs  no  very  great 
amount  of  academic  training,  and  which  in  itself  cannot  possibly  furnish 
much  training  in  psychological  methods,  introspective  or  otherwise-  We 
are,  however,  doing  a  considerable  amount  of  work  with  Intelligence  Tests 
in  response  to  the  demand  of  students  who  expect  to  become  social  work- 
ers.— Eleanor  Gamble. 

3.     Investigations   Conducted    Last    Year   by    Members   of   the 
Association. 

"  Aside  from  Experiments  given  in  our  regular  texts  and 
laboratory  manuals,  will  you  please  list  as  far  as  you  deem  it  ad- 
visable the  original  experiments  and  investigations  which  were 
in  progress  last  year  in  your  laboratory?" 

The  purpose  of  assembling  this  information  is  to  give  an 
intimate  insight  into  the  scope  of  work  that  is  being  pursued 
bv  our  members,  and  it  is  hoped  that  this  comprehensive  list 
of  subjects  will  not  only  stimulate  more  research  but  that  the 
investigations  listed  will  be  of  direct  assistance  in  helping  to 
co-ordinate  and  correlate  the  problems  in  progress. 

Since  investigations  vary  within  the  same  laboratory  from 
year  to  year,  since  instructors  transfer  their  work  from  one 

19 


institution  to  another  where  facilities  vary,  and  since  the  investi- 
gators* interests  shift  from  one  phase  of  a  general  problem 
to  another,  it  has  been  deemed  best  to  classify  the  material  in 
an  alphabetical  distribution  of  the  investigators  rather  than 
on  the  basis  of  subject  matter  or  method  of  procedure. 

Angler,  R.  P.,  Yale  University: 

1.  Retroactive  inhibitions. 

2.  Effects  of  imaginative  "practice"  on  acquiring  acts  of  skill. 

3.  Influence  of  v'^arious  Ausgaben  .on  memory. 

4.  Literary  versus  scientific  types  as  shown  by  word-association  tests. 

5.  Distributive  versus  localized  attention. 

6.  The  apparent  size  of  stars  at  horizon  and  zenits  respectively. 
Baird,  J.  W.,  Clark  University: 

1.  The  effect  if  made  of  presentation  upon  process  of  learning. 

2.  A  qualitative  analysis  of  the  process  of  forgetting. 

3.  The  behavior  of  attention  in  the  process  of  observing. 

4.  An  analysis  of  the  consciousness  of  meaning  and  understanding. 

5.  Analysis  of  the  belief -consciousness. 

6.  The  psychology  of  comparing. 

7.  The  mental  antecedents  of  voluntary  muscular  contraction. 

8.  Forms  and  colors  in  indirect  vision. 

9.  A  correlation  of  results  obtained  by  the  Krasnagorski  method  and 

by  the  Binet-Simon  method. 
Baldwin,  B.  T.,  Swarthmore  College  and  The  Johns  Hopkins  University: 
(Assisted  by  Eloise  Rest,  Louise  Schrieffer,  M.  E.  Brockman,  Mary  At- 
kinson) 

1.  The  Psychology  of  Social  Deviation  based  on  the  mental  examina- 

tion of  1,000  boys  and  girls. 

2.  An  etiological  study  in  mental  retardation. 

3.  Intercorrelations  in  physical  growth. 

4.  A  critical  analysis  of  the  Yerkes-Bridges  scale. 

5.  A  survey  of  500  mentally  defective  children  in  the  public  schools 

of  Chester  City. 

6.  The  mental  status  of  1,000  normal  children. 
Barnes,  J.  C,  Maryville  College. 

Correlation  of  physical  and  mental  measurements. 
Bingham,  W.  V.,  Carnegie  Institute  of  Technology: 

1.  Accumulation  of  norms  of  performance  in  several  standard  tests. 

(Bingham  and  Thurstone.) 

2.  Development  and   standardization   of  tests   of    (a)    ability  to  use 

ideas  of  spatial  relations;    (b)    reasoning  ability;    (c)    learning; 
(d)  general  intelligence.     (Thurstone  and  Bingham.) 

3.  Research  in  statistical  methods.     (Thurstone.) 

4.  Investigation    into   the    reliability   of    teachers'    quantitative    esti- 

mates of  students'  traits.     (Miner.) 
Brandt,  F.  B.,  School  of  Pedagogy,  Phila.,  Pa.: 

1.  The  correlation  of  our  entrance"  Mental  Tests  with  pooled  judg- 
ments of  (a)  fitness  to  become  teachers,  (b)  of  success  in  prac- 
tice teaching  and  (c)  of  success  in  teaching  after  graduation. 

20 


2.  The  correlation  of  "mental  age"  scores  obtained  by  various  meth- 

ods of  testing  with  pooled  estimates  of  (a)  mental  maturity  and 
(b)  physiological  maturity. 

3.  The  standardization  of  the  casual  associates  test. 
4.  The  influence  of  repetition  on  Mental  Test  scores. 

Bell,  J.  C,  University  of  Texas: 

1.  The  judgments  of  adolescent  boys  on  the  seriousness  of  offenses. 

2.  Individual  differences  in  the  solution  of  problems  in  geometry. 

3.  The  construction  of  a  tentative  scale  in  algebra. 

4.  The  construction  of  a  tentative  scale  in  physics. 

5.  The  construction  of  a  tentative  scale  in  chemistry. 

6.  Individual  differences  in  the  translation  of  Spanish. 

7.  Demonstration  versus  experiment  in  the  teaching  of  physics. 

8.  Correlations  between  neatness  and  accuracy  in  the  work  of  the 

seventh  grade. 

9.  A  spelling  scale  for  high  school  and  college  students. 

10.  The  performance  of  150  college  freshmen  in  10  mental  and  5  ped- 
agogical tests. 

Bentley,  M.,  University  of  Illinois: 

1.  Cardinal  orientation. 

2.  An  analytical  study  of  perception. 

3.  Visual  imagery  and  attention. 

4.  Extensive  summation  of  thermal  stimuli. 

5.  Mental  functions  and  processes  in  the  bee. 

6.  The  chemical  sense  in  the  earthworm. 

7.  Visual  rhythm. 

8.  Leading  and  legibility. 

9.  Adventitious  associations. 

10.  The  nature  of  current  psychological  research. 

11.  The  problems  of  social  psychology.  i 

12.  The  crowd. 

13.  The  audience. 

14.  Sensation  and  ita  bodily  conditions. 

15.  The  psychological  antecedents  of  phrenology. 

16.  Dynamogenesis. 

17.  The  psychology  of  Cabanis. 

Berry,  Charles  S.,  University  of  Michigan: 

1.  A  scale  for  measuring  attainment  in  algebra. 

2.  A  scale  for  measuring  attainment  in  geometry. 

3.  A  study  of  retardation,  acceleration  and  elimination  in  the  public 

schools  of  Michigan. 

4.  Testing  children  by  means  of  certain  association  tests  published 

by  the  American  Psychological  Association  and  by  Healy's  mo- 
tor co-ordination  test. 

Breed,  F.  S.,  University  of  Michigan: 

1.  Experimental  studies  of  the  Montessori  Method. 

2.  Size  of  class  as  a  factor  in  efficiency. 

3.  The  color  appreciation  of  school  beginners. 

4.  Measurement    and    standardization    of    handwriting    in    Highland 

Park,  Michigan. 

5.  A  scale  for  measuring  composition  in  the  sixth  grade. 

Breese,  B.  B.,  University  of  Cincinnati: 
1.  Tests  for  engineers. 

21 


Breitwieser,  J.  V.,  Colorado  College: 

1.  Vocabulary  tests. 

2.  An  experiment  in  vision  attempting  to  distinguish  right  or  left 

eye  vision  without  external  factors,  i.  e.,  by  means  of  "local  sign" 
from  the  retina  alone. 

Bumham,  Wm.  H.,  Clark  University: 

1.  A  study  of  the  cardiovascular  index  in  elementary  school  chil'dren. 

(Clerk,  F.  E.) 

2.  Adolescent  physical  types.     (Lev^^is,  C.  B.) 

3.  An  objective  study  of  children  by  the  method  of  the  conditioned 

reflex.      (Mateer.) 

Burnett,  C.  T.,  Bow^doin  College: 

Modification  of  perception — efficiency  test. 
Chase,  H.  W.,  University  of  North  Carolina: 

1.  Preliminary  work  of  getting  local  standards  by  which  to  interpret 

our  test  results. 

2.  Correlating  in  the  individual.  Mental  Tests  with  measuring  scales 

in  subject  matter. 

Cole,  L.  W.,  Colorado  University: 

1.  A  study  of  association. 

2.  A  comparison  of  visual  and  auditory  memory. 

3.  Association  by  similarity. 

Craig,  Wallace,  University  of  Maine: 

1.  Animal  behavior. 

2.  Social  psychology. 

Dearborn,  G.  N.,  Sargent  Normal  School: 

1.  Relations  of  mentation  to  blood  pressure. 

2.  Skill. 

3.  Dynamic  ground  of  concepts. 
Delabarre,  E.  B.,  Brown  University: 

1.  Historico-psychological  study  of  certain  vagaries  and  unreliabili- 
ties of  observation. 
Dockeray,  F.  C,  University  of  Kansas: 

1.  Methods  of  learning  in  children. 

2.  Color  preferences  of  infants. 

3.  Eff'ects  of  incentive  or  distraction  upon  discrimination. 

4.  Effects  of  physical  fatigue  after  various  intervals. 
Dodge,  Raymond,  Wesleyan  University: 

1.  Conditions  of  variability  of  a  number  of  neuro-muscular  processes, 
with  especial  reference  to  so-called  fatigue. 
Downey,  June  E.,  University  of  Wyoming: 

1.  Spatial  orientation  and  unidexterity,  including  tests  on  degree  of 

right  and  left  handedness;  skill  with  form  boards;  in  handwrit- 
ing, etc. 

2.  The  adult  tests  of  the  Stanford  revision  of  the  Binet  Scale. 

3.  Simultaneous  reading  and  writing;  retention  of  acquired  skill  af- 

ter long  lapses  in  practice. 
Dunlap,  K.,  Johns  Hopkins  University: 

1.  Experimental  investigation  of  learning. 

2.  Association,  orientation,  complication-problem. 

22 


Eno,  Henry,  Princeton  University: 

1.  The  influence  of  an  intense  magnetic  field  upon  the  nerve-impulse 

as  indicating  the  nature  of  the  nervous  process. 

2.  Relation  between  the  psychic  processes  and  the  nervous  processes 

from  the  standpoint  of  physics. 

3.  Optical  experiments  in  psycho-physics. 

4.  Experiments  in  individual  differences. 

5.  Mental  Tests. 

Fernberger,  S.  W.,  Clark  University: 

The  effects  of  mental  and  physical  work  on  the  formation  of  judg- 
ments in  lifted  weight  experiments. 

Franz,   S.   I.,   George  Washington   University  and   Government   Hospital 
for  Insane: 

1.  The  possibility  of  recovery  of  voluntary  movement  by  paralytics. 

2.  The  distribution  of  motor  areas  within  the  central  fissure. 

3.  The  re-education  of  aphasics. 

Freeman,  F.  N.,  University  of  Chicago: 

1.  Studies  connected  with  handwriting,  particularly  to  discover  the. 
most  advantageous  type  or  phase  of  movement. 

Gamble,  E.  A.,  Wellesley  College: 

1.  The  relative  importance  of  mnemonic  associations  and  spatial  pro- 

jections in  memorizing  nonsense — syllables. 

2.  Practice  curves  on  writing  New  York  Point  for  the  blind. 

3.  Smell  classification. 

Gault,  R.  H.,  Northwestern  University: 

\,  Study  of  conventionalities. 

2.  Investigation  among  delinquents. 

Geissler,  L.  R.,  University  of  Georgia: 

1.  Comparison  of  color  combinations  by  method  of  paired  comparison. 

2.  Influence  of  pauses  between  individual  repetitions  on  memory. 

3.  Association  tests  applied  to  recall  of  trade-marks  or  trade-names 

of  familiar  articles. 
Haggerty,  M.  E.,  University  of  Minnesota: 

Measuring  children  in  the  public   schools  by  means   of  educational 
scales  and  tests. 
Haines,   Thomas   H.,    Ohio    State   University,   Clin.    Director,   Bureau   of 
Juvenile  Research: 

1.  Standardizing  a  short  sentence  completion  test. 

2.  Standardizing  a  picture  completion  test. 

3.  Standardizing  a  point  scale  for  the  blind. 

4.  Work  on  the  Terman  vocabulary  test. 

5-  Work  on  the  Yerkes-Bridges  point  scale. 
Hamilton,  G.  V.,  Stanley  McCormick  Grant  for  Research: 

1.  Studies  of  reactions  to  confinement  under  conditions  which  elicit 

the  various  types  of  searching-for-an-avenue-of-escape  reactions 
of  which  the  subjects  (children  and  animals)  are  capable  of  man- 
ifesting. 

2.  Studies  of  reactions  to  sexual  situations  which  are  capable  of  a 

considerable  degree  of  experimental  control. 

23 


Harvey,  Nathan  A.,  State  Normal  College: 

1.  Individual  differences  in  imaginary  playmates,   paramnesia,  illu-* 
sions  of  orientation,  colored  hearing,  synesthesia,  visual  projec- 
tion, images  in  reading,  hallucinations,  dream  experiences,  num- 
ber forms,  alphabet  forms,  mental  calendars. 
Hayes,  S.  P.,  Mt.  Holyoke: 

"The  feeling  of  being  stared  at;  character  analysis  by  the  observa- 
tion method  (Blackford);  detection  of  crime  by  the  association 
method;  the  learning  process  in  a  finger  maze,  in  the  solution  of 
mechanical  puzzles,  etc.;  the  psy.  of  testimony,  of  advertising,  of 
suggestion,  etc.;  community  of  ideas  as  shown  by  the  assoc. 
method;  psy.  of  hand^^riting  and  graphology,  etc. 

Healy,  Wm.,  Chicago  Psychopathic  Institute: 

Bronner,  Augusta. 

1.  Psychology  of  testimony. 

2.  Psychology  of  special  abilities  and  disabilities. 

3.  Mental  conflicts. 

4.  Correlations  of  tests. 

5.  Study  of  attitude  as  it  affects  Mental  Tests. 

Henmon,  V.  A.  C,  University  of  Wisconsin: 

1.  Standard  tests  in  Latin. 

2.  Minimum  essentials  in  spelling. 

3.  Correlations   between   different  forms   of   sensory   discrimination, 

memory  and  association. 

4.  A  comparative  study  of  scholarship  records  of  related  individuals. 

Hollingworth,  H.  L.,  Columbia  University: 

1.  Judgments  of  photographs  compared  with  judgments  of  acquaint- 

ances. 

2.  Relative  value  of  segregated  and  distributed  advertisements. 

3.  Correlation  of  tests  with  stenography  and  typewriting:. 

4.  Correlation  of  tests  with  three  factory  operations. 

5.  Analysis  of  effects  of  practice  on  individual  differences. 

6.  Study  of  consistency  and  accuracy  of  judgment  for  various  ma- 

terials. 

7.  Study  of  recognition  memory  as  compared  with  recall. 
Hunter,  W.  S.,  University  of  Kansas: 

1.  Auditory  sensitivity  of  rat. 

2.  Habit  interference  in  rat.      (Hunter  and  Pearce.) 

3.  Motor  rhythm  in  rat. 

4.  Studies  in  psycho  analysis.     (Yoakum.) 

5.  Fatigue.     (Dockeray.) 

6.  Thought  processes-     (Ogden.) 

7.  Delayed  reaction.      (Carter.) 
Jastrow,  J.,  University  of  Wisconsin: 

1.  Investigations   in  form   perception   including  the   development   of 

standard  tests. 

2.  The  devising  of  special  apparatus  and  methods  for  the  analysis  of 

the  perception  of  the  third  dimension. 

3.  Studies  of  aesthetic  judgments. 

4.  Studies  of  logical  judgments. 

5.  Studies  of  consistency  in  judgments  with  relation  of  sensory  dis- 

crimination to  higher  types  of  judging  processes. 

24 


6.  Studies  of  formation  of  concepts. 

7.  A  minute  analysis  of  the  factors  in  form  perception  as  applied  to 

the    processes   of  identification,   similarity,   differences   and    re- 
semblances. 

Judd,  Chas.: 

1.  On  reading  by  means  of  photograph  of  eye  movements  and  vocal 

records. 

2.  On  arithmetic  same. 

In  both  cases  learning  of  training  is  added  and  effects  studied. 
Kelley,  T.  L.,  University  of  Texas: 

1.  Mental  and  physical  examination  of  boys  in  the   State  Juvenile 

Training  School. 

2.  Mental  and  physical  examination  of  school  children  suffering  from 

malaria  and  hook  worm. 

3.  Mental  examination  of  children  in  State  Orphan  Home. 

4.  Mental  examination  of  children  in  State  School  for  the  Deaf. 

5.  Mental   examination   of   rural   school   children  in   Travis   County, 

Texas. 
Kirkpatrick,  E.  A.,  Fitchburg  Normal  School:  • 

1.  Studies  in  reading  tests. 
Kline,  L.  W.,  Minnesota  State  Normal  School: 

1.  Space  memory  and  motor  skill. 
Lough,  J.  E.,  New  York  University: 

1.  Testing  backward  and  defective  children. 
MacMillan,  D.  T.,  Department  of  Child  Study  and  Educational  Research: 

1.  Tests  for  sensory  discrimination  in  relation  to  motor-manual  skill. 
Meyer,  Max  F.,  University  of  Missouri: 

1.  Investigations  on  industrial  efficiency. 

2.  Investigations  on  correlations  between  peculiarities  of  handwrit- 

ing and  peculiarities  of  general  conduct. 
Moore,  T.  V.,  Catholic  University  of  America: 

1.  Thought  and  imagery. 

2.  Experimental  aesthetics. 

3.  Animal  psychology.     (Dr.  Ulrich.) 
Muensterberg,  Hugo,  Harvard  University: 

Langfeld,  H.: 

1.  Social  efficiency. 

2.  Fatigue. 

3.  Optical  illusions. 

4.  Perception  of  tactual  movement. 

5.  Aesthetic  types. 

6.  Psychophysiology  of  feeling. 

7.  Association. 

8.  Effects  of  color. 

9.  Individual  rhythm. 

10.  Threshold  of  space  perception. 

11.  Memory. 

12.  After  images  of  movement. 

13.  Rhythm  of  prose. 
Murray,  Elsie,  Wilson  College: 

1.  Dream  consciousness. 

2.  Word  meanings. 

3.  Recall  and  analysis  of  complex  emotions. 

25 


4.  Recognition  consciousness. 

5.  Practice  curve  in  mirror  script  reading. 

6.  Generalization — matching  titles  and  anecdotes. 

7.  Aesthetic  values,  of  spectrum  colors, 

8.  Method  of  relative  position  in  study  of  poetry. 

9.  Suggestion — effect  on  form  of  statement,  questions,  inflection,  etc. 
10.  Associations  free — effect  of  oral  and  w^ritten  method  on  results. 

Miner,  J.  B.,  Carnegie  Institute  of  Technology: 

1.  Deficiency  and  delinquency;  a  study  in  the  interpretation  of  Men- 

tal Testing. 

2.  Records  of  1,000  children  on  a  half  dozen  group  tests. 

3.  Methods  for  estimating  personal  traits  for  use  in  employment  of- 

fice for  Tech.  students  and  graduates. 

Myers,  G.  C,  Brooklyn  Training  School  for  Teachers: 

1.  Reliability  of  student  self  rating  and  rating  of  one  another. 

2.  Association  and  classification. 

3.  Does  a  high  esteem  of  a  trait  accompany  a  relatively  high  degree 

of  possession  of  that  trait? 

4.  *A  search  for  the  level  in  the  learning  curve. 

5.  Accuracy  versus  speed. 

6.  A-test  versus  not-a-test. 

7.  Recognition  of  the  presence  versus  recognition  of  absence  of  fa- 

miliar elements. 

8.  Studies  in  appetite. 

Perrin,  F.  A.  C,  University  of  Pittsburgh: 

1.  The   correlation  between  practice   in   Mental   Tests   and   learning 
curves  of  other  Experiments. 
Peterson,  Harvey  A.,  Illinois  State  Normal  University: 

1.  Measurements  of  the  value  of  reviews. 
Peterson,  J.,  University  of  Minnesota: 

1.  An  experiment  on  nature  and  origin  of  binaural  beats. 

2.  An  experiment  to  determine  the  meaning  of  various  types  of  learn- 

ing curves — as  ball  tossing. 
Pillsbury,  W.  B.,. University  of  Michigan: 

1.  Studies  of  retroactive  inhibition. 

2.  Effect  of  smoking  on  mental  efficiency. 

3.  Measures  of  recognition. 

4.  Phase  differences  and  localization  of  sound. 

5.  Problems  in  advertising. 

6.  Set  of  tests  for  animals,  defectives  and  men. 
Pintner,  R.,  Ohio  State  University: 

1.  A  scale  of  performance  tests. 

2.  Standardization  of  picture  completion  test. 

3.  The  mentality  of  the  unemployed. 

4.  The  mentality  of  pupils  who  are  having  difficulty  in  their  school 

work. 

5.  The  mentality  of  the  deaf. 
Pyle,  W.  H.,  University  of  Missouri: 

1.  Psychology  of  the  negro. 

2.  Psychology  of  the  Chinese.  * 

3.  Economical  learning. 

4.  Inhibition. 

26 


Kosanoff,  A,  J.,  Kings  Park  State  Hospital,  N.  Y.: 

1.  A  higher  scale  of  mental  measurement. 

2.  Standardized  free  association  test. 

Rowland,  Eleanor,  Reed  College: 

1.  Tests  on  memory  as  related  to  the  sense  organ  stimulated. 

2.  Tests  on  memory  in  the  hypnoidal  state. 

3.  Mental  Tests  on  delinquents, 

4.  Automatic  movements  and  association. 
5. .  Psycho-analytic  experiments. 

Ruckmich,  Christian  A.,  University  of  Illinois: 

1.  Human  orientation  in  space. 

2.  Comparisons  involving  the  use  of  artificial  daylight  glass. 

3.  Types  of  images.  (Dr.  Clark  in  Am.  J.  of  Psychol.,  Oct.  1916.) 

4.  The  perception  of  meaning. 

5.  Visual  rhythm. 

6.  Various  problems  in  comparative  (animal)  psychology. 

7.  The  legibility  of  printed  Jines. 

Ruger,  H.  A.,  Teachers'  College: 

1.  Analysis  of  mathematical  abilities. 

2.  Correlation  of  50  or  more  tests  on  a  single  group  of  persons,  the 

tests  being  of  diverse  character  as  to  sub-grouping. 

3.  Pronunciation  scale. 

4.  Vocational  tests. 

5.  Transfer  of  printing  to  English. 

6.  Methods  of  learning  French  vocabulary. 

Schmitt,  Clara,  Dept.  of  Child  Study,  Chicago: 

1.  The  interpretation  of  test  reactions  of  subnormal  and  abnormal 
children. 

Scott,  W.  D.,  Northwestern  University  and  Carnegie  Institute  of  Tech- 
nology: 
1.  Tests  for  vocational  selection. 
Seashore,  C.  E.,  University  of  Iowa: 

1.  Tonal  memory. 

2.  Tonal  imagery. 

3.  The  perception  of  consonance. 

4.  The  learning  curve  in  singing. 

5.  The  psycho-physics  of  intensity  discrimination  for  sound. 

6.  The  perception  of  rhythm. 

7.  Rhythmic  expression. 

8.  A  case  of  blue  blindness. 

9.  The  measure  of  merit  in  advertisements  . 
10.  The  sensitiveness  of  the  blind. 

Smith,  F.  O.,  University  of  Montana: 

1.  Absolute  pitch. 
Smith,  S.,  University  of  Washington: 

1.  Color  vision  in  birds. 

2.  Maze  learning  in  birds  (individual  differences). 

3.  Position  illusions  for  different  parts  of  the  visual  field. 

4.  Age  differences  in  cancellation  tests  and  in  auditory  memory. 

5.  Experimental  analysis  of  the  psychology  of  reading. 

6.  Evaluation  of  a  new  scale  of  performance  tests. 

27 


Starch,  Daniel,  University  of  Wisconsin: 

1.  Mental  heredity. 

2.  Tests  in  languages. 

3.  Study  of  English  vocabulary. 

4.  Possible  tests  in  the  sciences. 

Strong,  Edward  K.,  George  Peabody  College: 

1.  Learning  process  of  fourth  grade  children  in  arithmetic. 

2.  Effect  of  praise  and  censure  on  class  room  v^rork.     (Gilchrist.) 

3.  Learning  to  read  of  a  child  who  has  failed  to  do  so  after  three  years 

in  school,  but  who  was  good  in  arithmetic. 

4.  Study  of  Binet  Tests  as  correlated  with  other  Mental  Tests. 

5.  Study  of  Yerkes  Scale  as  applied  to  adults.     (Garrison.) 

6.  Vocational    guidance    for    our    students    who    go    into    teaching. 

(Strong.) 

7.  Standardization  of  Opposites  Tests. 

Titchener,  E.,  Cornell  Psychological   Publications   1915-16;   Wild,  H.   P.; 

Boring,  E.  G.;  Dallenbach,  K.  M.: 

1.  A  preliminary  study  of  tonal  volume. 

2.  Duration  and  the  temporal  judgment. 

3.  The  tridimensional  theory  of  feeling  from  the  standpoint  of  typ- 

ical experiences. 

4.  Simplicity  versus  complexity  of  color  hues. 

5.  The  gesture  of  affirmation  among  the  Arabs- 

6.  Mechanical  versus  manual   stimulation  in  the   determination  of 
the  two-point  limen. 

7.  On  memorizing  with  the  intention  permanently  to  retain. 

8.  Some  uses  of  artificial  daylight  in  the  psychological  laboratory. 

9.  On  the  psychological  response  to  unknown  proper  names. 

10.  On  cutaneous  after-images. 

11.  On  Perceptive  forms  below  the  two-point  limen. 

12.  The  number  of  observations  upon  which  a  limen  may  be  based. 

13.  Cutaneous  sensation  after  nerve  division. 

14.  A  note  on  the  sensory  character  of  black. 

15.  On  ethnological  tests  of  sensation  and  perception,  etc. 

Wallin,  J.  E.,  Psycho-Educational  Clinic,  St.  Louis: 

.  1.  Data  bearing  on  Binet  Scale,  psychological  tests,  anthropometric 
measurements,  developmental  and  family  histories. 

Warren,  Howard  C,  Princeton  University: 
McComas,  H.  C: 
Brigham,  C: 

1.  Pitch  discrimination  in  a  continuous  and  varying  tone. 

2.  Visual  illusions  in  low  intensities  of  light. 

3.  Discrimination  time. 

4.  Mental  Tests. 

5.  Illusions  of  reversible  perspective. 

6.  Fatigue  of  attention. 

"Weiss,  A.  P.,  Ohio  State  University: 

1.  The  conditioned-reflex. 

2.  The  effect  of  caffeine  and  strychnine  on  habit  formation. 

3.  Experiments  on  association  word  reaction. 

4.  Experiments  on  the  question  of  increase  of  blood  sugar  in  emo- 

tions. 

28 


Weiss,  A.  T.,  Ohio  State  University: 

1.  Nature  and  character  of  after  images  of  long  duration. 

2.  Controlled   accommodation   of   the   lens    (eye)    to   induce   illusory 

movement. 

3.  Characteristics  of  the  tapping  activity. 

4.  Vision  of  the  guinea  pig. 

5.  The  size-weight  illusion  as  dependent  on  the  rate  and  rapidity  of 

movement. 

6.  Effect  of  color  adaptation  upon  the  recognition  of  colors. 

7.  Relative  intensity  of  tones. 

Whipple,  G.  M.,  University  of  Illinois: 

1.  Usefulness  of  Mental  Tests  in  diagnosing  superior  mental  endow- 
ment, both  general  and  specific  (talents). 

Wolfe,  H.  K.,  University  of  Nebraska:  ' 

1.  On  the  specific  brightness  of  colors.     (Luckey,  Bertha  M.) 

2.  Cessation  reactions  to  light  and  sound.     (Jenkins,  T.  N.) 

3.  Weight  and  mass  effects  of  color.     (Conley,  R.  A.) 

4.  A  study  of  mental  imagery.      (Reed,  Isa  D.) 

5.  Movement  of  the  stimulus  as  a  factor  in  perception  as  measured 

by  immediate  reproduction.      (Warden,  C.  J.) 

Woodrow,  H.,  University  of  Minnesota: 

1.  Studies  in  practice  and  transference  in  feeble-minded  and  normal 

children  of  the  same  mental  age. 

2.  Children's  association  frequency  tables. 

3.  A  new  olfactometric  technique. 

4.  Studies  in  reaction  time  and  the  measurement  of  attention. 

5.  Studies  in  the  relation  of  physiological  to  mental  age. 

6.  Studies  in  beats  and  difference  tones. 

Woodworth,  R.  S.,  Columbia  University: 

1.  Association  reactions. 

2.  Stuttering. 

3.  Distraction  and  counter-effort. 

4.  Influence  of  distraction  on  retention. 

5.  Recall  versus  recognition. 

6.  Mental  effects  of  ventilation. 

7.  Psychology  of  trade-marks  and  their  infringement. 

8.  Use  of  Hipp  chronoscope. 

9.  Psychology  of  judgment. 

10.  Conditions  affecting  retention. 

11.  Mental  heredity  in  rats. 

12.  Tests  for  typewriting  ability. 

13.  Transfer  of  training. 

14.  Fatigue  in  school  work. 

15.  Emotions  and  their  expression. 

16.  Form  board  tests. 

17.  Motor  tests 

18.  Influence  of  manual  training  on  general  motor  control. 

19.  Tests  for  general  information. 

20.  Correlation  between  mental  and  physical  traits. 

21.  Discrimination  reactions. 

22.  Fatigue  in  brief  periods  of  intense  mental  work. 

23.  Reading  errors. 

24.  Tests  for  sense  of  humor. 

29 


Woolley,  H.  T.,  Bureau  of  Vocational  Guidance,  Cincinnati: 

1.  Cause  and  effect  association  test. 

2.  Construction  puzzle  tests. 

3.  Instruction  box  test.      (Hayes.) 

4.  Puzzle  box.     (Freeman.) 

5.  Recognition  test. 

6.  Standardization  of  eight  blanks  for  association  by  opposites,  of 

varying  degrees  of  difficulty. 

7.  An  experimental  and  social  study  of  the  failures  in  the  first  year 

of  high  school. 

Yerkes,  R.  M.,  Harvard: 

1.  Problems  of  genetic  psychology  with  human  or  infrahuman  sub- 

jects. 

2.  Value  of  mental  tests. 

3.  Methods  suitable  to  the  needs  of  a  hospital  for  the  insane,  re- 

formatories, prisons,  etc. 

Yoakum,  C.  S.,  University  of  Texas: 

1.  Animal  behavior. 

2.  Affective  memory  investigations. 

3.  The  law  of  prior  entry. 

4.  Clearness. 

5.  Conflicts  in  instincts. 

4.  Prerequisites  for  Work  in  Psychological  Experiments. 

The  average  prerequisite  for  work  in  Psychological  Ex- 
periments is  4.2  hours  for  2.4  terms  of  17.4  weeks.  Only  two 
institutions  indicate  that  work  prerequisite  to  work  in  Psycho- 
logical Experiments  is  given  in  the  Freshman  year.  In  most 
institutions  work  is  confined  to  the  Sophomore  and  Junior  years 
and  in  a  few  institutions  limited  to  graduate  work. 

5.  Manuals  and  Texts  Used  in  Experimental  Psychology. 

The  regular  and  supplementary  texts  used  in  Experimental 
Psychology  are  those  of  Titchener,  Myers,  Whipple,  Sanford, 
Seashore,  Judd,  Yerkes  and  Holt,  Hollingwarth,  Ladd  and  Wood- 
worth,  Breitwieser,  Sherrington,  Dunlap,  Thorndike,  Witmer, 
Langfeld  and  Allport,  Freeman,  Hoefler  and  Witasek  and  addi- 
tional psychological  monographs  and  studies. 

In  addition  to  the  above  texts  which  are  accessible  to  all 
departments  of  Psychology,  a  number  of  excellent  syllabi  or 
guides  for  experimental  work  are  printed  individually  by  in- 
structors or  institutions.  Among  those  who  use  such  outlines 
or  syllabi  are  Angier,  Arps,  Dockeray,  Dunlap,  Hunter,  Max- 
field,  Meyer,  Rogers,  Ruckmich,  Seashore,  Warren,  Weiss,  Wil- 
cox and  Woodrow. 

30 


Summaries  of  three  representative  outlines  that  present  in- 
teresting differences  in  aim,  scope  and  methods  are  as  follows: 

For  a  Senior  Course  in  Experimental  Psychology,  H.  C. 
Warren  and  H.  C.  McComas,  of  Princeton,  have  formulated  very 
careful  directions  for  a  series  of  50  well  selected  experiments 
in  psychology.  Each  experiment  is  particularly  well  outlined 
in  detail  under  the  divisions  of  Title,  Problem,  Apparatus,  Pro- 
cedure, Arrangement  of  Data  and  Remarks. 

The  scope  of  the  experiments  includes  psychophysical  methods  in 
threshold  of  discrimination  of  visual  lengths;  lifted  weights;  visual  lengths; 
equal  differences  of  intensity  in  kinaesthetic  sensations;  warm  and  cold 
spots;  least  perceptible  pressure;  least  perceptible  difference  of  pressure; 
auditory  reaction  time;  visual  reaction  time;  threshold  of  direction  of  mo- 
tion; sensory  circles;  co-ordination  of  touch  and  muscle  sense;  size  weight 
illusion;  tilting  board;  rotation  table;  co-ordination  of  equilibrium  and 
kinaesthetic  senses;  automatograph;  fatigue;  plethysmograph;  polygraph; 
discrimination  reaction;  form  board;  practice;  highest  audible  pitch;  in- 
teraural  pitch  difference;  threshold  of  pitch  discrimination;  least  percept- 
ible intensity  of  sound;  estimation  of  pitch  intervals;  localization  of  sound; 
physiology  of  vision;  mapping  the  blind  spot;  filling  out  of  blind  spot;  mo- 
nocular and  binocular  perception  of  depth;  distortion  due  to  indirect  vision; 
stereoscopic  vision;  relative  brightness  of  a  color  and  gray  and  two  colors; 
least  perceptible  difference  of  saturation;  visual  acuity  for  colors;  influence 
of  experience  in  visual  perception;  association;  memory;  attention;  reason- 
ing. 

In  a  printed  Laboratory  Outline  for  Experiments  in  Gen- 
eral Psychology,  H.  S.  Wilcox,  of  the  State  University  of  Wash- 
ington, has  given  directions  for  46  experiments  including: 

Mental  test;  physiological  experiments  on  the  human  brain; 
the  spinal  cord;  nerve  cells;  simple  reflex  .action;  experiments  in 
sensation  including  cold,  warmth,  threshold  for  pain,  and  color 
mixture;  after  sensation  of  pressure;  negative  after  images;  pos- 
itive after  images;  experiments  in  discrimination  including  pitch 
discrimination,  finding  of  the  tone  with  the  highest  pitch  that  you  can 
hear,  threshold  for  intensity  of  sound;  an  experiment  in  action  demonstrat- 
ing the  reaction  experiment;  experiments  in  perception  including  the  blind 
spot  and  the  way  it  is  filled  out,  proof  reading;  perception  of  depth  in- 
cluding monocular  vision — localization  of  sensations  resulting  from  visual 
stimulation,  binocular  vision — double  images  with  remote  fixation  point, 
binocular  vision-double  images  with  near  fixation  point,  binocular  vision- 
double  images,  binocular  vision-fusion  of  two  things  to  appear  as  one;  per- 
ception of  depth;  perception  of  time  including  the  time  span  and  the  es- 
timation of  time;  attention  including  Wundt's  experiment,  class  experiment, 
fluctuations  of  attention,  attention  and  clearness;  memory  including  >audi- 
tory  memory  test  with  digits,  visual  memory  test  with  digits,  auditory-ex- 
pression by  the  subject  by  means  of  articulation,  auditory-visual  memory 
test  with  motor  expression  by  the  subject  by  means  of  writing,  comparison 
of  the  memory  for  sentences  with  the  memory  for  words,  the  curve  of  for- 
getting; learning  experiments  including  the  formation  of  new  associations, 

31 


mirror  writing;  voluntary  control  of  images;  uncontrolled  serial  association 
of  ideas;  association  time  for  words-free  association;  controlled  associa- 
tion (logical  relations);  reasoning  experiments  in  puzzle  and  problem  solv- 
ing. 

In  a  suggestive  mimeographed  outline  comprising  27  groups 
of  experiments^  F.  C.  Dockeray,  of  the  University  of  Kansas, 
approaches  each  exercise  from  five  points  of  view — the  number 
and  name  of  the  experiment,  purpose,  decsription  of  apparatus 
and  its  use,  results  and  the  name  of  the  subject,  and  the  dis- 
cussion of  results. 

The  order  of  the  exercises  is — conditions  of  attention;  span  of  atten- 
tion; fluctuation  of  attention;  accommodation  and  inertia  of  attention;  ade- 
quate and  inadequate  sense  stimuli;  analysis  of  taste  qualities;  sensation- 
olfactory;  including  olfactory  fatigue  and  compound  odors,  fusion  and  com- 
pensation of  odors,  color  tone,  saturation  and  brightness;  sensation-visual 
including  color  mixture,  after  images  and  simultaneous  color  contrast; 
sensation-auditory  including  threshold  of  discrimination  of  pitch  and  tonal 
fusion;  sensations-intensity  (Weber's  Law);  color  preferences;  exercises 
in  perception  including  illusions  in  perception,  tactual  space,  factors  in  the 
in  perception  including  illusions  in  perception,  tactual  space,  (1)  factors  in 
the  perception  of  distance,  (2)  factors  in  the  preparation  of  distance,  loca- 
tion of  sound,  and  perception  of  time  intervals;  association  includiing  imag- 
ery, sectional  and  entire  methods  of  learning;  distributions  of  repetitions  in 
earning,  and  psychoanalysis;  action  including  simple  reaction  times  and  dis-1 
criminative  reaction  times. 

6.  Prerequisites  for  Work  in  Mental  Tests. 

The  prerequisites  for  work  in  Mental  Tests  ranges  from 
108  hours  in  the  Freshman  year  to  graduate  courses  based  on 
several  years  of  training.  In  some  instances  tests  are  given  as 
part  of  a  regular  introductory  course,  but  our  replies  show  that 
the  average  prerequisite  is  3.7  hours  for  2.1  terms  of  17  weeks 
in  Sophomore,  Junior  or  Senior  years,  only  five  institutions  allow- 
ing Freshmen  to  take  the  work. 

Four  universities  indicate  that  the  work  in  Mental  Tests  is 
confined  to  graduate  courses  and  several  universities  indicate 
that  they  are  going  to  introduce  work  in  Mental  Tests  and 
Measuring  Scales  as  graduate  courses. 

7.  Types  of  Mental  Tests  in  Use. 

The  Mental  Tests  most  frequently  in  use  are  those  of  Binet- 
Simon,  Whipple,  Terman,  Thorndike,  Goddard,  Healy,  Yerkes 
and  Bridges,  Knox,  Woolley,  Woodworth  and  Wells,  Stern,  Franz, 
Witmer,  DeSanctis,  Wallin,  Kent-Rosanoff,  DeCroly,  Ries,  Krae- 
pelin,  Kelley,  Scott,  Stenquist,  Pintner,  Porteus,  Starch,  Pyle, 
Sylvester,  Thurston. 

32 


8.  Texts  Used  for  Work  in  Mental  Tests. 

The  texts  used  for  work  in  Mental  Tests  are  those  of  Whip- 
ple, Binet,  Yerkes-Bridges,  Terman,  Thomdike,  Pyle,  Stem, 
Woodworth  and  Wells  and  Healy. 

9.  Measuring  Scales  in  Subject  Matter. 

That  several  members  of  our  Association  are  interested  in 
the  psychological  phase  of  methods  of  instruction  in  School  Sub- 
jects and  "  scales  "  for  measuring  degrees  of  attainment  is  in- 
dicated by  the  lists  of  investigations  included  under  Section  II 
and  by  the  programs  of  the  contemporary  meetings  of  Section 
L  of  the  A.  A.  A.  S. 

10.  "  Scales  "  or  "  Standard  Tests  "  in  Use. 

The  "  scales  "  or  ''standard  tests  "  most  frequently  used  are 
those  of  Thorndike  (English,  drawing,  reading,  handwriting), 
Courtis  (arithmetic,  reading,  English),  Ayres  (handwriting, 
spelling).  Starch  (handwriting,  spelling,  reading),  Trabue  (lan- 
guage). Freeman  (writing),  Hillegas  (English  composition), 
Kelley  (reading),  Buckingham  (spelling),  Ballou  (English  com- 
position), Baldwin  (physical  growth),  Wallin  (spelling),  Stone 
(arithmetic),  C.  T.  Gray  (handwriting),  Rugg  (freehand  letter- 
ing), Cornman  (spelling),  W.  S.  Gray  (silent  reading),  Monroe 
(mathematics).  Rice  (spelling),  Elliot  (teachers'  efficiency), 
Witham  (handwriting),  Boyce  (teachers'  efficiency),  Houston 
(handwriting) . 

11.  Vocational  Guidance  or  Business  Efficiency  Tests. 

Twenty-eight  psychologists  indicated  that  they  were  apply- 
ing some  form  of  psychological  tests  to  the  problem  of  voca- 
tional guidance  or  business  efficiency.  The  aims  of  this  work  are 
research,  the  selection  of  men  and  women  for  positions  and  voca- 
tional guidance.  This  work  is  in  a  preliminary  stage  of  develop- 
ment in  general  but  some  of  the  denite  lines  are: 

Seashore's  work  in  testing  musical  ability;  the  experi- 
ments and  tests  that  are  being  applied  in  the  Bureau  of  Sales- 
manship at  Pittsburgh  by  Scott,  Bingham,  Whipple  and  Miner; 
the  courses  for  business  men  by  Watson  in  Baltimore,  Adams  and 
Breese  in  Cincinnati  and  also  the  juvenile  research  work  under 
the  direction  of  Mrs.  Woolley. 

As  typical  replies  by  a  limited  number  to  this  question 
those  of  Muensterberg,  Maxfield  and  Angell  respectively  are 
quoted. 


I  try  to  give  some  vocational  guidance  to  individual  students  on  the 
basis  of  the  class  experiments  in  Mental  Tests  which  I  give  them  when  I 
discuss  individual  differences  in  my  introductory  psychology  course. — Hugo 
Muensterberg. 

We  do  not  give  Business  Efficiency  tests  in  the  Psychological  Clinic, 
but  are  frequently  called  upon  to  give  vocational  guidance.  This  is  par- 
ticularly true  of  adolescents  and  adults  who  are  examined  at  the  Clinic. 
The  parent  or  social  worker  interested  in  such  a  case  is  interested  in  the 
question  of  what  the  person  who  is  brought  for  examination  is  capable  of 
doing,  whether  it  is  desirable  to  spend  time  in  further  training,  etc. — Max- 
field. 

We  are  carrying  on  a  study  of  a  considerable  group  of  our  own  stu- 
dents with  a  view  to  assisting  them  in  their  work,  and  in  so  far  one  might 
give  an  affirmative  answer  to  your  question  11.  See  Psychol.  Rev.,  Mon- 
og.  by  Kitson  (in  press). — Angell. 

12.     Summary 

I.  In  general,  Psychological  Experiments  and  Investigations 
aim  to  promote  Psychology  as  a  science,  formulate  general  facts 
and  principles,  discover  new  truths,  analyze  facts  of  conscious- 
ness and  behavior  in  order  to  secure  types  or  averages  and 
obtain  data  for  an  analytic  systematic  science. 

Mental  Tests  represent  the  applied  side  or  the  technology 
of  Psychology,  emphasize  individual  differences  and  attempt  to 
diagnose  or  measure  what  is  known  and  to  determine  the  quali- 
tative growth  of  mental  traits  from  year  to  year  for  individuals 
and  groups.  They  are  based  on  empirical  standardizations ;  they 
are  not  as  a  rule  elaborated  in  process  of  application;  they  sup- 
plement and  throw  light  on  the  theoretical  problems  underlying 
the  science  and  if  viewed  critically  they  become  material  for 
Psychological  Investigations. 

II.  On  the  basis  of  our  replies  interest  is  equally  distributed 
between  experiments  in  general  psychology  and  Mental  Tests. 

III.  A  list  of  approximately  400  investigations  in  progress 
last  year  by  experimental  psychologists  shows  a  wide  range  of 
activity  in  many  fields  of  psychology  with  particular  emphasis  on 
individual  differences. 

IV.  At  least  17  texts  are  used  in  Experimental  Psychology 
and  almost  as  many  in  Mental  Tests. 

V.  On  an  average  1^^  years  of  general  psychology  are  re- 
quired for  work  in  these  fields. 

VI.  There  is  a  growing  tendency  for  educational  psycholo- 
gists to  formulate  "  Measuring  Scales  "  and  at  least  29  are  in  use. 

VII.  There  is  a  growing  tendency  toward  the  application  of 
psychology  to  vocational  guidance  and  business  efficiency. 


34 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 
BERKELEY 

Return  to  desk  from  which  borrowed. 
This  book  is  DUE  on  the  last  date  stamped  below. 


is 


'% 


IMay'SOJUl 


SApr'eiRC 

RETCD  CO 

MAR  2  5  1951 

5Dec'62AE 

NRLF  LIBRARY  USE 
RECEIVED 


CIRCULATION  DEflT. 

LD  21-100m-9,'47(A5702sl6)476 


li»AY0^'89 


>•»■  m  21,  1908 


49290 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


